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Kedah, February 2003

LANGUAGE GAMES FOR THE YOUNG LEARNERS CLASSROOM

Developed and written by

Raymond Kerr DELC for Padang Terap/Pendang

and Hugh Mallin DELC for Baling/Sik, Kedah

Malaysian Schools CfBT English Language Project Team

Contents

Games Topics Page numberAction Games 3 - 27

Alphabet Games 28 - 41

Animal Games 42 45

Body Games 46 49

Clothes Games 50 52

Colour Games 53 55

Food Games 56 58

Family Games 59 62

Gesture Games 63 65

Whiteboard Games 66 85

Counting Games 86 95

Singing and Command Games 96 100

Emotion Games 101 104

Greetings Games 105 108

Games with Objects 109 113

Preposition Games 114 118

Sense Games 119 121

Weather Games 122 125

Where Games 126 128

Appendix

1. Choosing the starting player/team 129 130

2. Alternatives to keeping scores 130 131

ACTION GAMES

1. TOUCH

SUMMARYGames don't get any easier than this. Students race to touch one flashcard from a row on the board..SETUPLine up a set of flashcards on the board, or lay them on the floor at the front of the classroom. Divide the class into teams or play rounds one student against another.PLAYCall two students up to play. Line them up against the wall opposite the flashcards. Make sure there is a clear running space for the students. Now, say the name of one of the flashcards and then shout "Go!" The two students race to touch the correct flashcard. The first student to do so is the winner.This game has endless variations. For example:a) The students can crawl, hop, carry an egg on a spoon, or a balloon between their knees as they move toward the flashcards.b) The students can point to the correct flashcard, point and identify the flashcard, or even point and make a sentence using the flashcard.c) The flashcards can be on the board, on the floor, in a bag or box, upside down, or in the four corners of the classroom.USES1. Play with any set of flashcards. This is a simple, yet fun way to introduce new vocabulary.

2. FOUR CORNERS (Version 1)

SUMMARYThere are flashcards in all four corners of the classroom. Don't get stuck standing near the wrong word when the teacher stops counting to ten, or you'll be out.SETUPPlace one flashcard in each of the four corners of the classroom. Push the desks aside to give the children ample space to move around.PLAYThe 4 corners game has two versions, an A and a B. Version A, in turn has two styles of its own.Style 1. Close your eyes and count to ten. The students run to the four corners of the room. When you finish counting say "Stop!" Any student still in the middle of the floor must quickly find a corner. Now, call out one of the flashcards. Any student standing in the same corner as that flashcard is "out" and must return to his or her seat.Note: if you are playing with very young children don't ask them to sit down. In either case, however, ask all the students in the corner to identify the flashcard or use it in a sentence.Style 2. Count to ten with your eyes closed. Say "Stop!" However, instead of calling out a flashcard, point to one of the corners (with your eyes still closed). The students in that corner are "out", or "it" and must identify the flashcard or use it in a sentence.

USES1. To teach or review vocabulary, help the students to make sentences or answer questions. This game is a staple for many teachers' young children classes.

3. FOUR CORNERS (2)

SUMMARYSimilar to 4 corners (A) except that all the students start by crowding together into one corner. When the teacher calls out a flashcard everyone must rush to that corner. The last student to reach the card is out.SETUPPlace one flashcard in each of the four corners of the classroom. Again, make sure the students have enough space to run freely between the corners. Don't play this version of the game with more than 5-6 students at one time, however.PLAYGet all the players to crowd into one corner. Now call out one of the flashcards in another corner. The students all dash over to that corner. The last player to reach the flashcard is out.Note: you can also play this game with just two students at a time. We recommended this for big or aggressive classes that push too much. For fun, call out the flashcard in the corner that the students are already standing in. See who runs without thinking.USES:1. Play with any flashcard vocabulary.

4. TEACHER SAYS

SUMMARYThis is just the ESL/EFL name for Simon Says. Everyone, do as I'm doing, but only if I first say, "Teacher Says."SETUPGet the class to stand up in front of you.PLAYDemonstrate to the class that they must follow your directions (run, touch your nose, stand up, sit down, etc.) but only if you preface the command with "Teacher says." Anyone who follows a command that was not prefaced with "Teacher says" must sit down. USES:1. To practise command language.2. Training student's listening comprehension.3. This game is especially good for reviewing vocabulary like body parts and action words (run, touch your nose, touch your toes, eat, walk, swim, etc.).

5. TURN

SUMMARYYou're holding a flashcard. In front of you stand two students with their backs turned. You give the command to "Turn around!" Who can identify the flashcard first?SETUPGet two students to stand in front of you with their backs turned. Hold a flashcard in your hand or place it on the board.PLAYLike the game "Run and Touch," this is an extremely simple game to play, and full of variations.A) The students turn and simply identify the flashcard.B) The students are asked to make a sentence with the flashcard, or answer a question. For example, you ask, "What do I like to eat?" In your hand there is a banana flashcard. When the students turn they must answer "You like to eat bananas!"C) The students stand back to back. They are given each a flashcard to hold (face forward) in front of their chest. When they turn they must identify their opponents flashcard.USES1) When teaching any flashcard vocabulary or simple sentence patterns.6. RUN PAST ME

SUMMARYThe students dash from one wall to another. Can they get past you? If they can't they must answer a question.SETUPLine your students up against one wall in the classroom. There should be a clear running space across the floor to the opposite wall.PLAYWhen the students are lined up and ready shout "Go!" The students make a run for the opposite wall. You try to catch one or two as they rush by. Any student you do catch must answer a question before being released.Note: this game is best played with very young children who are slow at running. To catch a student you need only tap them on the shoulder, arm, or head.USES1.To practice the answers to simple questions (What's your name? How old are you? What do you like to eat? What animal can fly? Etc.).

7. YES/NO

SUMMARYOne ball is a "yes" ball. One ball is a "no" ball. Students are asked yes/no type questions ("Can elephants fly? Is a banana yellow?") and then the teacher throws both balls. The children race to pick up the appropriate ball.SETUPYou need two different colored balls. Demonstrate that one ball is a "yes" ball, and the other a "no" ball. Make sure the students have a clear space in which to chase after the balls.PLAYCall two students to the front. Ask a yes/no type question. For example, "Are elephants little?" Throw the two balls. The two students should chase after the "no" ball, since elephants are not little. The first student to pick up the ball and bring it back to you is the winner.Repeat with other students. Ask other yes/no type questions. You may play this game simply for listening practice or for listening/speaking practice (in which case the students must answer the yes/no type question out loud).USES1. Wonderful for testing listening comprehension in a fun way.2. For teaching or reviewing yes/no type questions: "Can you eat a house? Is it hot today? It is Monday today? Is a mouse bigger than a rhino? Does an elephant like peanuts?"

8. ZIG ZAG

SUMMARYEach student has a flashcard behind his or her back. Who can eye the other's card without revealing his or her own?SETUPCall two students to the front and, without the opposing player seeing the picture, place a flashcard face up on the back of each student. Help the students to position their arms behind them so the cards stay in place. If you can find clothes-pegs, use them to peg the flashcards to the back of the children's shirts.PLAYWhen the cards are fastened to the back of the students' clothes say, "Go!" The students now try to discover and identify what flashcard is behind the back of their opponent, (without of course revealing their own flashcard). This game can be quite hilarious to watch as the students zig and zag, and bob and dance about. Be careful, though as occasionally two students will bang heads.USES1. Mostly for fun

9. ROLL & JUMPSUMMARYThe students sit in a circle. They are all numbered from 1-6. There are flashcards on the floor. You call out "bear" and roll the dice. It's a four. The two (or three) students numbered "four" jump out of their seats and touch the bear flashcard.SETUPArrange the students in a circle. Place a number of flashcards on the floor in the middle. Now, number all the students from 1-6. You should have at least two students named after each number. If you only have six or so students then number them 1-3 and fix your dice so that it only can roll 1-3 also. Divide the class into two teams if you want to.PLAYCall out one of the flashcards on the floor. For example: bear. Roll the dice. Let's say it is a two. The students that you numbered "2" jump up and touch the "bear" flashcard. The first student to touch the flashcard and identify it (or use it in a sentence) wins.The great fun of this game is that the students never know when they will be next to play. It all depends on the luck of the dice. This uncertainty keeps the entire class excited and attentive round after round.USES1. To teach or review any vocabulary.2. Practice sentence making.3. Practice numbers.

10. DUCK, DUCK, GOOSE

SUMMARYYes, it's the old children's classic. We'll show you how to use it to teach more than the words "duck" and "goose."SETUPThe children all sit in a circle on the floor, except for one who is chosen to stand.PLAYThe standing child walks around the circle touching the other students on the head. With each touch he says, "Duck." Finally, at the student's discretion, he says "goose" over the head of one student. This "goose" child must then stand. Now there are two students standing. One child runs to the left around the circle and the other to the right. Both children race to return to the spot where the "goose" child was previously sitting. The first child back to that spot gets to sit down. The child left standing now must walk around the circle tapping the students on the head and saying "duck, duck, duck, etc.." Again, at some point, this student must label someone a "goose." Again, a race ensues to circle the group and claim the empty seat.To make this game more useful for the ESL/EFL classroom, simply replace the words "duck" and "goose" with some vocabulary you have recently taught. For example, the students could say "mother, mother, mother, father!". Or they could say "car, car, car, car, bicycle!" Any two words can be used.USES1. To review any vocabulary. 2. Some fun.11. HOT POTATO

SUMMARYStudents sit in a circle passing round a ball or a soft toy. After a count of seven the passing stops and the child left holding the ball is "it."SETUPGet your class to sit in a circle on the floor. If you have a very large class divide it into two circles. Give a ball, teddy bear, or soft toy, to one child in each circle.PLAYGet the students to say the "Hot Potato" chant with you. It goes:One potato, two potato, three potato, four.Five potato, six potato, seven potato, more.While you are saying this the students pass the ball round the circle. On the word "more" the passing stops. The student who has the ball in his or her hands is "it" and must stand and answer a question, identify a flashcard, etc. Some teachers send the children out of the circle to sit down when they are "it." We don't recommend this for young children classes.USES1. To teach or review any vocabulary or sentence patterns

12. MUSICAL CHAIRS (Version A)

SUMMARYThe children run around in a circle while music plays in the background. When the music stops they rush to sit down. The only problem is there is one less chair than students. Who will be left standing?SETUPArrange the class chairs in a big circle like in the picture above. Take away one chair so that there is one less chair than students. Arrange the students inside the circle of chairs.PLAYStart to play some lively music. Get the children to dance around inside the circle of chairs. Don't let children stand still by one chair waiting for the music to stop. Without warning stop the music. Shout, "Sit down! Sit down!" The children will then sit down, except for the one who can't find a chair. Ask that child to identify a flashcard, make a sentence, or answer a question. Get the class to repeat the word or sentence so the student doesn't feel isolated.Note: don't play this game with children under 4 as they are often upset by being left without a seat. Musical Chairs ( Version B) is a safer version to play with this younger age group.USES1. To teach or review any vocabulary or sentence patterns.2. To practice command language (Sit down. Line up. Make a circle.).

13. MUSICAL CHAIRS (Version B)

SUMMARYSimilar to Musical Chairs (Version A) except that in this version the students are circling a pile of flashcards like in the picture above. Again, there is one less flashcard than players. Whose hand won't find a card to touch?SETUPArrange a set of flashcards on the floor like in the picture above. Get a number of students (one less than there are flashcards) to come up and make a circle around the flashcards.PLAYStart the music. The students hold hands and dance around the flashcard. When the music stops the students sit down and touch one of the flashcards. The student without a flashcard to touch is out.Now take away one of the flashcards. Ask the class to identify the flashcard before you put it away. Now, repeat the above steps. Again, one student will be left without a card to touch. Send that student out. Repeat the above steps until you have one card left and two students. The winner of this round is the champion.Note:1) This game works best with small groups. If you have a large class consider playing several games of musical chairs and then inviting the champion of each set for a final match.2) Let the student who is "out" in each round ask the other students to identify (or make a sentence with) the flashcard they are touching. The student can also choose which flashcard to take away. In this way, he or she won't feel so disappointed to have lost the round.USES1. To teach or review play with any vocabulary flashcards.

14. SPIN THE BOTTLE

SUMMARYThere's no kissing in this game! Just spin the bottle and hope it doesn't point at you or you'll have to answer a question.SET UPGet the students into a circle. Place a large plastic or glass bottle in the centre.PLAYAsk one student to give the bottle a spin. When the bottle stops it should be pointing toward one of the students. Ask that student a question and then get him or her to spin the bottle again. End the game before the class tires of it.USES1. To teach or review any vocabulary or sentence patterns

15. SLOWPOKESUMMARYYou have to be quick to answer the teacher's question or your classmate will knock you on the head with a long balloon. SETUPNo special set up. Give a long balloon to one of the students.PLAYAsk an easy question:What do you like to eat?Where do you live?How old are you?Now, call out the name of one of the students. The child with the soft bat runs over to that student and tries to tap (make sure it is a tap and not a knock or a whap or a boff) him or her on the head before they can answer the question. If the batter student succeeds in taping the other student before he or she can answer then the batter must give the bat to the other student. This child then becomes the new batter. If the child succeeds in answering the question then he or she must ask the question herself ("What do you like to eat?") and then call out another student's name. The batter must run to that student's desk, and again try to tap this new student's head before the question can be answered.Note: if your class if too young to ask the question back quickly enough, then let them just answer and shout out a classmate's name. You can repeat the question while the batter is running.USES1. To review simple questions and sentence patterns2. For fun: this is a fast-paced game16. READ MY LIPS

SUMMARYThe teacher mouths simple words or sentences without making a sound. Can the students guess what he is trying to say just by watching his mouth move?SET UPNo special set-up is required. Just stand in front of the class where everyone can clearly see your mouth.PLAYMouth a word that the students already know (for example: bird, nose, hello). Ask the students, "What is it?" Someone should hazard a guess. Hand out stickers for correct guesses.USES1. To review any vocabulary or simple phrases.2. To get kids' attention back when they are distracted.

17. WHISPER

SUMMARYTwo teams whisper a word, or phrase, all the way down their lines. Which team will be the first to finish and run up to touch the correct flashcard on the board?SETUPDivide the class in two. Make two teams line up in front of you. Place several flashcards (or write numbers or letters) on the board.PLAYWhen the students are lined up in front of you, whisper the name of one of the flashcards on the board (or the letter or number) in the ear of the first person in each team line. On "Go!" these students whisper the word in the ear of the person behind or beside them. These students then whisper the word in the student's ear behind them, and so on, all the way down the line. When the last person in each line has heard the word he or she must run to the board and touch the correct flashcard.The winner of course is the first student to touch the correct card.To play the next round, make the winner and loser of the first round come to the front of the line (in other words, be the first student to whisper the new word). Let the loser choose the next word (or number/letter) to be whispered.There are many variations to this game.1) The students can crawl, slither, or hop to the flashcards.2) You can ask the last two students to do something silly after they have said the word. Fun ideas include: pop a balloon with their feet; blow up a balloon and tie it; carry an orange on a spoon across the classroom without dropping it.3) If you are playing with numbers or letter you can ask the last student to run up to the board and write the number or letter.Note: Listen that the students are saying the words correctly down the line. If they are not, stop the relay and start over with another word.USES1. To review or teach any vocabulary or simple phrases.

18. QUICK DRAW

SUMMARYSimilar to Whisper and Touch, except that in this game the last students in the line must run to the board and reproduce a simple cartoon drawing (see the illustration above). You won't believe how the students will interpret what they see.SETUPDraw a simple cartoon picture in the middle of the board. Now divide the class into two teams. You can line the teams up in front of you or let them remain in their seats. Give the last student in each team a marker.PLAYAsk the first student in each team a question. On "Go!" these students answer the question and then turn and ask the same question to the next student on their team. This continues until the last student in each team has answered the question. Then, the last student on each team rushes to the board and tries to draw a likeness of your picture. The first student to finish, or the one who draws the best likeness wins that round for his or her team.If the loser wants to, he or she can draw the picture for the next round of play. Make sure that the winner and loser of each round move to the front of the line (so that they are the first to answer the question).USES1. To teach or review questions and answers.2. To give students practice asking and answering questions.

19. LINE UP

SUMMARYTwo lines of students stand before you. You fire off questions or show flashcards to the first student in each line. The winner sits down while the loser goes to the back of the line (to play again).SETUPGet the class to form two parallel lines like in the picture above. Stand at the head of the two lines.PLAYAsk a question, or show a flashcard to the first two students. The winner of this round gets to sit down. The loser goes to the back of the line. He or she will then have another go at answering a question when they get to the front of the line again. When one team's players are all sitting down they have won the game.Note: this game is quite competitive.Play at your discretion.USES1. To review any vocabulary or sentence patterns.

20. BUMP HIM OFF

SUMMARYYou're not the mafia but more like a sumo wrestler working backwards. Two students stand back to back on a sheet of newspaper or a towel. Who can knock the other off first?SETUPPlace a sheet of newspaper or a towel on the floor.PLAYCall two students up to stand back to back on the newspaper. Ask them both a question (and have them answer), and then say "Go!" The students use their hips and bottom (no hands or shoulders) to push or bump their opponent off the sheet of paper. The first one off the newspaper loses. Let the loser chose the next two players.USES1. To teach or review any vocabulary or sentence pattern.21. THE BAD CARD

SUMMARYYou've got a stack of flashcards in your hand and you're turning them over, one by one. The students shout out the flashcard vocabulary. Suddenly, they all jump up, turn around, and sit back down. Why? They saw the "bad" card.SETUPGet the students to sit on the floor in front of you (on chairs if possible). Make sure they have enough room to stand up and turn-around without bumping into each other. Take any stack of flashcards the students are familiar with, and hold them in your hands. Demonstrate that one flashcard is the "bad card" ( a shark, or bear, or bee is a good choice). When the students see this card they are to stand up, turn around, and then sit back down.PLAYStart turning the flashcards over, one by one. Encourage the students to shout out the name of the picture on each card. When you turn over the "bad card" the students shout, "Ahh!" or, "Bad card!" and stand, turn around, and then sit back down. The last student to sit down loses. A fun "punishment" is to ask the student to roll the dice and then run that number of lengths of the classroom. Little ones love doing this. Some students even purposively sit down slowly so that they can be the one to run.USES1. To review any vocabulary.2. Excellent to get the energy back into a group of students.

22. WHERE'S THE SHARK?

SUMMARYThere are four flashcards on the floor and four students are standing on those flashcards. Suddenly, the students turn over the cards. One student chases the others around the class, snapping at them like a hungry fish. Why? Because he has found the shark under his flashcard.SETUPPlace four or five flashcards on the floor. Under one card, place a smaller picture of a shark (don't let the students see where you put the shark).PLAYNow call four or five students up and ask them to choose one card each to stand on. Ask the students to identify their flashcard or make a sentence with it. On "Go!" the students turn over their cards. The student who finds a shark under his flashcard gets to chase the other students back to their seats. He or she pretends to be a shark and snaps and bites at the others.Don't let the students use their mouths. Instead they open and close their arms like a giant mouth.Note: if you don't want to let your children be so active, place the flashcards on a table instead of on the floor. Get the students, one at a time, to point to a flashcard, make a sentence, and then turn over the card. If a student finds a shark under her card she gets to circle the table pretending to bite (again with arms or hands opening like a mouth) the other students..USES1. Great fun for little children.2. To teach or review any vocabulary or sentence patterns.

23. THE DISCREET DECK

SUMMARYYou've got a stack of flashcards in your hands, but they are covered by a piece of paper so that the students can't see what they are. Slowly, you raise one flashcard over the top of the piece of paper. Can the students guess what it is without seeing the entire flashcard?SETUPTake a stack of flashcards that the students are familiar with, and cover them with a piece of paper. Stand so that the entire class can see you clearly.PLAYThe fun is in the suspense. Slowly lift the first flashcard up so that just the top is showing over the paper. Ask the students, "What is it?" Some may hazard a guess. If anyone is right give him or her the card. If no one can guess raise the card a little higher. It's rare that you need to show the entire card before a student can guess correctly. When you have handed out all the cards reward the students who have some in their hands.Ask the students who didn't get any flashcards to collect them from the others.USES1. An excellent flashcard review game.

24. CHARADES

SUMMARYEveryone knows this game. You stand in front of the group and mime a word or phrase. Whoever guesses right gets to replace you.SETUPNo special set-up required.PLAYStand in front of the class and mime a word. Let's say the word is "elephant". Swing your arm like a trunk and walk about like you are a huge creature. Someone will doubtlessly shout out "elephant." When this happens invite the child to the front to act out his/her own word. Young children often can't think of anything on their own so have a stack of flashcards ready. Show the child one card (don't let the rest of the class see). The child then acts out the word. If you have a large class let two or more students mime together.You can also ask the students to mime a phrase. For example: "The big elephant is hungry." First the student makes himself big, then he acts like an elephant, and lastly pats his stomach to indicate that he is hungry.Note: it helps if you play charades with only one topic at a time. For example: animals, or occupations, or people, or descriptions.USES1. To review vocabulary and simple phrases.

25. JIGSAW

SUMMARYYou've cut up flashcards into jigsaw puzzles. Two or more teams compete to reassemble their flashcard jigsaw and then run to tell you what the flashcard is.SETUPCut up several flashcards (one for each team) in the shape of a jigsaw puzzle. Make the pieces large if your students are very young, slightly smaller if they are older. Hand out one jigsaw to each team.Divide the class into teams of three or four players.PLAYOn "Go!" the teams race to put their jigsaw together. When their pieces are in place they call you over and then identify the flashcard. For the next round ask the teams to take apart their jigsaws and swap them with another team.USES1. To review any vocabulary.

ALPHABET GAMES

1. LETTER TURN-OVER

SUMMARYAll the letters are face up on the floor. Call out "dog" and the students turn over the "D" card. Call out "monkey" and the students turn over the "M" card.

SETUPYou need alphabet cards that have pictures on one side and letters on the other. If you are using the CHILDREN ONLY ESL-EFL alphabet cards, fold the papers in half. The letter will then appear on the top half and the picture the bottom. Lay the cards on the floor or on a table with either all the pictures face up, or all the letters.

PLAYLet's say all the alphabet pictures are face up. You want the students then to match letters with the initial sound of each picture. Ask a student to find the letter "A". Remind the child that A makes an "ah" sound. The student finds the "apple" picture and turns it over.

Now ask another student to find the letter B. Again, the student must look for the picture that starts with a "buh" sound, in this case the "bird" picture. When all the pictures have been turned over, and the letters are now facing up, ask students to find the pictures. For example: if you say, find the "cat", the student must sound the initial phoneme of Cat, "kuh", and then look for the letter C. When the child finds the C card, he or she turns it over to reveal the cat.

You can play this game one student at a time, or as a competition between pairs of students. Call out a letter or picture and let 2 students race to turn over the correct card.

USES1.To teach or review the letters of the alphabet.2. Simple phonetic practise.

2. WHERE'S THE TIGER?

SUMMARYTurn around everyone. Okay turn back. Where is the tiger? On the C. Correct.

SET UPPlace alphabet flashcards on the board (or just write the alphabet out in rows). Prepare a small picture of a tiger, and a magnet (to keep the picture on the board).

PLAYAsk the class (or just two students) to turn around . Place the tiger on one of the letters. On "Where is the tiger?" the students turn around and look at the board. The first student to say which letter the tiger is on, and to make a word starting with that letter, wins. Repeat with other students and letters.

USES1. To teach letter recognition.2. Simple phonetic practise.

3. THREE CUPS

SUMMARYYour students will be ready for a little street gambling after this game. Hide a letter under 1 of 3 cups. Mix up the cup order quickly and then see who can guess where theletter is now.

SET UPYou need three small cups. Write down the letters of the alphabet on pieces of paper and keep them handy nearby.

PLAYLine up the cups in a row. Put one letter under one of the three cups (or you can put different letters under all three cups). Show the students the letter and the cup. Now shuffle the cups around quickly. The idea is to do this so quickly that the students can't follow the letter cup, and therefore don't know in which position it has ended.

When you stop moving the cups ask one student "Where is the (a, b, t, y, etc.)?" Reward the student if he or she guesses the correct cup, and can also say a word starting with that letter. Repeat with other letters and students.

USES1. To teach letter recognition.2. Simple phonetic practise.

4. MESSAGE IN A BALLOON

SUMMARYFun for little ones. Good for class demonstrations. The letters of the alphabet are written on pieces of paper, and then are stuffed into balloons. Students pop the balloons, find the paper, and then say the name of the letter on the paper, and a word also starting with that letter.

SET UPWrite the letters of the alphabet on small pieces of paper. Stuff these papers into balloons. Blow and tie up the balloons.

PLAYYou can play this game singly or in pairs. Call up a student(s) and give him a balloon. On "Go!" the student tries to pop the balloon. Note: You must instruct students on the proper methods to pop a balloon. They may step or sit on them, but may not bite them, or use their hands to squeeze the balloon in front of them (it may pop and go into their eye or mouth).

Once the student succeeds in popping the balloon, he or she must then find the piece of paper that was inside (sometimes it flies away), open it, read the letter, and then say a word that begins with that letter. Repeat with other students and other balloons.

USES1. To teach letter recognition.2. Simple phonetic practise.

5. MARKER RUN

SUMMARYAll the letters of the alphabet are written on the board. A student starts at one end with a marker and (with eyes closed) runs to the other side, dragging the marker across the board. Which letters did he run through with the marker line?

SET UPWrite all the letters of the alphabet on the board (you may write some letters more than once).PLAYCall one student up to the board. Give him a marker and ask him to stand on one side of the board. Now get the student to close his eyes (perhaps use a blindfold) and walk to the other side, dragging his marker across the board as he goes. When the student reaches the other side of the board get him to open his eyes and look back. Ask him which letters he ran the marker through. Erase those letters and call another student up to play. Keep going until all the letters have been erased.

Note:

a) You should help the students to walk so they don't bump into anything. Also, if the students are under 5 you may have to help them hold the marker so it makes a firm line across the board.

b) You can play this game on a large piece of paper, instead of on the board, if you are teaching only a few students.

USES1. To teach letter recognition.

6. TWISTER

SUMMARYJust like the old game. Children twist their bodies to touch (with hands and feet) the letters you call out. Your little ones will love getting wrapped up.SETUPPlace alphabet flashcards on the floor. Sixteen at a time is good as this allows four children to play in one round.Note: If you are worried about your cards getting dirty or destroyed laminate them, or cover them with plastic or cellophane.PLAYCall one student to the front. Say a letter. The student stands on or touches that letter on the floor. Call out another letter. Again, the student must touch this letter with a free hand or foot. Call out two more letters. Once more, the student must place a free hand or foot on these letters.After the first student is in place, call up another student. Repeat the steps above. You should now have two students somewhat twisted together on the floor (like in the picture above). Repeat the above steps with 2 more students. Everyone should be laughing now as they struggle to stay in position. Ask the four students to sit down and play twister with four new children. Note: Choose letters as you like. They shouldn't be so far apart that the student can't reach them with all four limbs, but neither should they be so close that the next student can reach over or under the other's body.It is not much fun for the students if they are simply crouched down beside each other on the floor.USES1.For fun.

7. THE LAST LETTER

SUMMARYYou can call out one or two letters at a time. Just don't be the one to say the circled letter or you'll lose.SETUPWrite the alphabet on the board. Circle one letter. Divide the class into two teams.PLAYExplain and demonstrate to the class that they can say one or two letters at a time. For example: the first player says "a", the second "b, c", the third "d", the fourth "e", the fifth "f, g", and so on. The team that says the letter that was circled before the game started, loses that round.To play again, erase the first circle and make a new one around another letter. USES1.Practice saying the letters of the alphabet.

8. CONCENTRATION

SUMMARYChoose a square and see the letter hidden in it. Is it a capital letter? Yes, then find the matching small letter in another square. Easy? Yes, if you can remember where you saw that small letter before.SETUPDraw the above left grid on the board and the above right grid in your notebook (this is your KEY). Divide the class into two teams. Explain and demonstrate that in the squares are letters of the alphabet. Some are capital, some are small. Players choose two squares and try to match the capital and small letters.PLAYAsk the first player to name a square. Let's say it is B4. Consult your key and then write the letter "D" in that square. The student should know that she now has to choose the square with the small letter "d" to score a point. But let's say she chooses C1. This square has capital letter "C" in it. The student has not made a match. The letters in both squares are erased.Now it is the opposing team's turn. Let's say the player chooses the square with the small letter "c" in it. If that student was paying attention last round he will then choose C1 (capital letter "C" is in this square) for the match. The team with the most matches when all the squares have been filled is the winner.USES1. Capital and small letter recognition.

9. LETTER BINGO

SUMMARYIt's Bingo but with letters. Make sure you have some prizes ready for the winners.SETUPYou can make your own Bingo cards. Use a blank sheet of paper and draw a grid like in the picture above. Photocopy one for each student. Don't forget the happy face in the middle.Now, get the students to fill in the squares with the letters of the alphabet, in a random order. In this way everyone's card will be different.Note: You may need to help some students with their letter writing, or even fill in all the cards yourself.PLAYChoose the type of Bingo that will win the first round (for example: a straight line in any direction; an X; two straight, parallel lines; all the outside squares, etc.) As the Bingo master you can call out letters randomly, draw them from a hat, or choose one student each time to call out a letter. Write the letters on the board and get everyone to make an X on the appropriate square. Keep going until someone has a Bingo (as defined at the start of the game). Hand out prizes and then play another game. You should be able to play 3 or 4 rounds of Bingo with one card.USES1.For fun.

10. WOODEN LETTERS

SUMMARYYou write a letter on the board. A student puts his hand under a blanket and feels around for the matching wooden letter.SETUPYou need wooden (carved) letters. Ideally you will have both capital and small letters.Place the letters on a table and cover with a blanket or tea towel.PLAYWrite a letter on the board or show a letter flashcard. Repeat the letter and matching word. Now call a student up to find the letter under the blanket. The student may not lift the blanket or take out any letter until he or she thinks it is the correct one.Note: Don't put more than 10 letters under the blanket at a time or you will have to wait a long time for the students to find the correct letter.USES1. Letter recognition.

11. TASTY LETTERS

SUMMARYIt's educational and tastes great. Students write letters in trays of Jello powder.SETUPPrepare trays, or small plates for the students. Sprinkle a thin layer of Jello powder on each tray. Give one tray to each student.PLAYWrite a letter on the board. Ask the students to write the letter in the air with you. Now, ask the students to lick their index fingers, and then write the letter on their tray of Jello. Check all the students' letters to make sure they have been written correctly and then allow the students to lick their fingers again. Mmm. Writing never tasted so good. Keep writing letters until the Jello trays are empty.Note: You can use shaving foam, or sand, in place of Jello. Of course, don't let your students lick their fingers afterwards.USES1.Letter writing practice.

12. BODY SCRIPT LIGHT

SUMMARYWriting letters in the air with a finger can get tedious. It's more fun to write with a bottom, a head, a stomach, or even a friend's finger.SETUPWrite the letters of the alphabet on the board. Ask the class to stand up in front of you.PLAYChoose a letter to practice writing. Trace the letter in the air with your finger. Ask the students to repeat with their own fingers. Now choose another body part to trace the letter in the air with. Don't worry if the students can't make a perfect A with their heads. This part of the activity is just to break the monotony.Repeat the above steps with other letters.USES1. For fun.

13. GUESS?

SUMMARYWhat's that you're writing on that student's back? Is it the letter A? No, it's the letter C.SETUPNo set up required.PLAY1) Call up one student. Trace any letter on the student's back. Can the student guess what the letter is? Offer a small reward if he or she can. If your students are learning to write the alphabet they can also trace letters on each other's backs.2) To turn this into a contest, write several letters on the board. Trace (or get another student to trace) one of the letters on the backs of three students. On "Go!" the three students race to touch the letter they think has been traced on their back.USES1.Letter writing practice.

14. BODY SCRIPT BOLD

SUMMARYYou'd better be strong for this game. Students tell you a letter and you help to arrange them on the floor in the shape of that letter.SETUPNo set up required.PLAYDivide the class into groups of 6-8 students. Ask the first group what letter they want to be. Let's say they choose the letter "E". (Tell the students to whisper as they don't want the other groups to know what letter they are going to make). Get the students to lie on the floor and arrange themselves to look like the letter "E". (Of course you will have to help them.) Ask the other student groups what letter they think the group on the floor is trying to make. The first group to guess correctly gets to make the next letter.USES1.For fun.

15. INVISIBLE LETTERS

SUMMARYWrite invisible letters on sheets of paper. Hold up a paper. Ask the students to guess what the letter is. Hold the paper under a candle and reveal the letter to all.SETUPPrepare a set of invisible ink alphabet cards. Invisible ink can be made with lemon juice. Squeeze a lemon into a cup and use your finger, or a cotton swab, to write the letter on the paper. Voila! You have an invisible letter written on that page.PLAYBring the invisible letter papers to class. Take out a sheet and show it to the class. Tell the students that there is a letter written on the sheet. Turn the paper around and pretend to look for the letter. Ask the students if they can see a letter. When they say no, take out a candle. Light the candle. Hold the paper about 6 inches above the candle flame. Move the paper over the flame until the ink begins to show. When you can read the letter hold it up and show your students. They will be impressed.Now, take another sheet and ask the students what letter they think is written on this paper (give them a choice of 3 or 4 letters). Repeat the above steps with the candle.Note: Have a bucket of water handy in case the paper lights on fire. Stand a far enough distance from the students to ensure their safety.USES1.Forfun.

ANIMAL GAMES

1. WAKE UP DOGGY!

SUMMARYYou're a dog. Sleep like a dog. Now snore like a dog. Now wake up like a dog.SET UPShow the class a picture of a dog. Tell the kids that they are dogs. Ask them to bark and wag their "tails".PLAYGet the students to lie on the floor. Tell them to sleep like dogs. The students should make cute little barking noises like a little dog snoring. If they don't understand, demonstrate for the students.Now ask the students to wake up like a dog. They can get up slowly and yawn and sound a little bark. Now ask the students to eat breakfast like a dog, run like a dog, and so on. Use any action words the kids have learned. Finally, get the students to lie down again and sleep like a dog.Repeat with other animals.USES1. Review animals.2. Review action words.3. Listening comprehension practice.

2. LOOK OUT!

SUMMARYThere's a tiger under the blanket. Who is his next victim? Look out! It could be you!SET UPGet thechildren to sit in a circle on their chairs like in the picture above. Take a blanket and place it in the middle of the students. Get everyone to hold onto the blanket and keep it raised above the floor. Now throw a stuffed animal (a tiger, lion, elephant, dog, bear) under the blanket. Tell the students to be careful the animal doesn't eat them.PLAYThe students shake the blanket and start singing a short song or counting to ten. You go around the circle tapping the students on the shoulder. On the count of ten, or when the song is finished, the student whose shoulder was just tapped must shout "Oh no! The tiger is eating me (or some such thing)!" The student then slides under the blanket as if the tiger is pulling him under. Note that you will probably have to demonstrate this part by taking out the teddy tiger and pretending to eat the student. Motion for the child to get under the blanket.Now, repeat the song or the counting, and again, when it is finished, let another student shout and slide under the blanket. Repeat one or two more times and then get all the students under the blanket to come back up and sit down.Repeat all of the above with another animal under the blanket.Note: Don't let too many kids sit under the blanket at one time or you will have problems.USES1. To teach or review animals.2. For fun.

3. COW AT THE BEACH

SUMMARYWhat's a cow doing at the beach? He doesn't like it there. He can't swim. Take him to the farm where he belongs.SET UPCreate different animal habitats (farm, zoo, mountains, cave, forest, ocean, beach) in the classroom. This need not cause you a lot of work. A simple flashcard in each corner of the room can do the trick.PLAYPretend you are a cow (hold up a cow flashcard). Walk over to the beach. Moo a little and look about confused. Pretend to dip into the water. Act like you are drowning. Shout, "I am a cow. I can't swim. I don't like the beach. I want to go home." Ask the students, "Where is home for the cow?" They should shout, "the farm". Walk over to the farm. Moo contentedly. Say, "I am a cow. I like the farm." Pretend to eat some grass.If the students are willing, ask one to come up and repeat your performance (or role-play with a different animal). Choose the starting location. Some possibilities are: a fish in the mountains; a bear in the ocean; a shark in a cave; an elephant in a tree.If your students are too shy, then you must perform alone. Use the time to ask questions of your students, and practice their listening comprehension.USES1. To connect animals with their habitats.2. Review simple patterns: I like/don't like; I can't; I want to.

4. GESTURE SENTENCE

SUMMARYWhat's that you're gesturing? Big. Elephant. Hungry. Oh, the big elephant is hungry.SET UPNo set up required. Just stand in a position where everyone can see you.PLAYMake a gesture for "big". Make another one for "elephant". Finally make another for "hungry". Repeat the gestures and, at the same time say, "The big elephant is hungry." Repeat the above steps with other gesture phrases until the students get the idea and can say the gesture sentence without your help. Reward the students for correctly guessing what it is you are gesturing.If you want, ask a students to stand in front of the class and make a gesture sentence. Note that you may have to suggest a sentence to them.Some possible gesture sentences are:The ugly pig is fat.The tall giraffe is ugly.The little mouse is running.The big bear is angry.The little rabbit is jumping.The pretty deer is running.USES1. To encourage students to make longer/descriptive sentences.

BODY GAMES

1. SHINE A LIGHT

SUMMARYYou're a gunslinger with a flashlight instead of a pistol. Turn around and shine your light on the target's knee. Good shot!SET UPYou'll need two flashlights for this game. If you can, dim the lights in the classroom and close the curtains and door. Draw a human figure on the board with all the body parts visible that you wish to teach. If you can't draw well, don't worry. This can add to the fun. If you really can't draw at all use our body parts flashcards.PLAYCall two students to the front. Give each student a flashlight. Turn the students' backs to the board. Now get them to walk three paces and then turn around. Shout out a body part (for example, "foot"). The students should shine their flashlight beam on the foot of the figure on the board. Reward the faster student, and ask the slower student to erase both feet on the board.Repeat with other students and body parts until the figures on the board are completely erased.USES1.To teach or review body parts.

2. BETWEEN US

SUMMARYIn pairs, the students race to the other end of the classroom. It's not as easy as it sounds when they've got to balance a balloon between them.SET UPBlow up a number of balloons. Divide the class into pairs.PLAYCall up two pairs of students. Ask the four where they want their balloons to be placed. For example: between their heads, shoulders, hands, knees, etc. Place the balloons between the chosen body part. On "Go!", the students race to the other side of the classroom. If one team drops their balloon they must stop and put it back into place (you may help) before they can continue.The first team to reach the other side wins.Repeat with other students with balloons between other body parts.USES1.To review body parts.

3. BALANCE

SUMMARYA simple, but fun activity for little ones. Balance a pencil (or ruler) on your head. Now your nose. Now your knee.SET UPHand out a pencil or ruler or eraser to every member of the class.PLAYCall out a body part. For example, "Nose!" The students all place their ruler (or eraser or pencil) on their nose and try to keep it balanced there. Now call out another body part. For example, "Toes!" The students balance the object on their toes.If your students are very young, the above steps are enough fun for them. If they are older make the game more challenging. Tell the students they must turn around (with their pencils balanced on their body part). If at any time their pencil slides off their body part they are out and must sit down. Reward the last student standing.USES1.To teach or review parts of the body.2. To teach the preposition "on".

4. REAL HAIR

SUMMARYA blindfolded student tries to guess if the object he or she is touching is a real or false body part.SET UPHave ready a series of objects that can replace body parts. For example: a chair leg (for a leg); a balloon or watermelon (for the head); a ball (for the nose); a book (for shoulders); a cookie (for an ear); a stick (for an arm); a hard-boiled egg (for an eye); a mop (for hair); a pillow (for the stomach); a knotted stick (for toes); etc.Explain to the students that these are false body parts. Demonstrate by pointing to your nose. Say, "This is a nose." Now hold up the ball. Say, "This is a false nose."PLAYCall one student to the front to be blindfolded. Hand the child an object (or a real body part) to feel. The student must tell you what he or she is feeling. For example, "This is hair. This is real hair." If the student can't tell what he or she is feeling, help by asking, "Is this real or false hair?" Let one student have several tries at feeling body parts before you choose another to be blindfolded.USES1. To teach or review body parts.2. Encourage students to make sentences.3. Teach the concept of real and false.CLOTHES GAMES

1. BIG WIND BLOWS

SUMMARYA Chinese version of musical chairs. A great way to practice clothing vocabulary.SET UPThe children make a circle with their chairs. Take away one chair so that there is one less chair than students.PLAYTo start, the child without a chair says, "Big wind blows". The other students reply "Blows what?" The first answers, "Blows.... people wearing shoes (or any other piece of clothing)." All the children who are wearing shoes stand up and change seats quickly; they must go sit in a new chair.One child will be left without a chair to sit on. This child now repeats the incantation, "Big wind blows" and is answered by the others, "Blows what?" Once more, the student chooses some article of clothing. "Blows..... people wearing t-shirts." Everyone wearing a t-shirt stands and switches chairs quickly.Repeat the above steps with the new student left without a chair. Play as long as the children keep up their interest.USES1. To teach clothing.

2. MATCH UP

SUMMARYThere is one glove, one shoe, one sock, half a t-shirt, and one leg of a pair of pants on the floor. Can you crawl under the blanket and find the matching glove, shoe, sock, etc.?SET UPBring in a pile of cheap or old clothing. Divide everything into two (including the shirts, pants, and t-shirts, unless you have two identical pairs of these items). Place one item from each set under a thick, wide blanket, and the other on the floor.PLAYCall one student up to play. Point to one shoe (or half a t-shirt, one sock, etc) and ask the student to crawl under the blanket and find the other pair. If the student returns with the correct item give him or her another try as a reward.Repeat the above steps with other students and other items of clothing to match up.Note: If you use several pairs of socks/ shoes/ shirts/ etc., the game is more fun as the students have to not only find a sock/shoe/shirt/etc., but the correct pair to match with the one outside on the floor.USES1. To teach clothing and the concept of "a pair of.....".

3. WHOSE IS IT?

SUMMARYAn excellent game for practicing the possessive "whose". Everyone in the class places one shoe in a pile at the front of the classroom. Can a blindfolded student guess which shoe belongs to which student, just by feeling it?SET UPAsk all the class to take off one shoe and make a pile in the front of the class. Set a chair behind the shoes and prepare a blindfold.PLAYCall one student to the front. Place the blindfold over the student's eyes. Now hand him or her a shoe. The student can feel the shoe and even (if they are so inclined) smell it. The class then shouts out "Whose is it?". The student hazards a guess and then takes off the blindfold. Was the guess correct? The class shouts "yes" or "no". The student then returns the shoe to its owner. Use this opportunity to teach some manners. "Here you are." "Thank you."Repeat with other students until the pile of shoes is gone.Note: You can use this game to teach the names of different kinds of footwear students wear to class: boots, running shoes, sneakers, hiking boots, sandals, slippers.USES1. To teach "whose".2. To teach the names of different kinds of footwear.COLOUR GAMES

1. PAPER CHASE

SUMMARYWho can pick up 3 red paper balls the fastest? How about two blue balls? Seven black balls? A good way to practice both numbers and colors.SET UPMake 10 paper balls for each of the basic colors (red, blue, green, yellow, pink, purple, orange, brown, white, black). That's a total of 100 balls. Now make a pile in the middle of the floor with the paper balls. Mix up the colors.PLAYCall 2 students up and sit them in front of the pile. On, "Pick up four blue balls!", the two students race to pick up four blue paper balls. The first student to put the paper balls in your hand wins.Repeat with other students and other color/number combinations.Let the loser of each round call out the color/number combinations for the next round.USES1. To review or teach colors and numbers.2. CONCEALED

SUMMARYThere are colored objects under the blanket. Who can remember where the red (object) is?SET UPBring in fruit and vegetables (of different colors and shapes), or household/classroom objects (again of different shapes and colors), or different colored blocks of Lego. (Assemble the Lego into different shapes, each shape composed of the same colored pieces. For example: all blue, all red, etc..) You will also need a thin blanket to cover everything.PLAYPlace the colored objects on the floor, or on a table. Ask the children to look at the arrangement carefully. Now cover everything with a blanket. Ask one student "Where is the red (name the object)?". The student must point to the spot where he thinks the red object is. Lift up the blanket and see if the student was correct. Now ask another student, "Where is the blue (object)?" Again, that student must point to where she thinks the blue object is concealed.Reward those students who guess correctly.USES1. To review or teach colors.

3. BALLOONS

SUMMARYTwo bags filled with different colored balloons sit at the end of the classroom. On "Go!", two students race to find a (red/yellow/blue/etc.) colored balloon. When they find one, the students blow it up, tie it up, and then race back to hand the balloon to you.SET UPFill two bags with different colored balloons. Place them at one end of the classroom.PLAYCall two students to the opposite side of the classroom. Say, "Find a red balloon. Go!" The students race to the bags and pull out a red balloon. They blow up the balloon, tie it up, and then race back to you. The first student back to you with his or her balloon wins.NOTE: If your students can't tie up a balloon they can simply hold onto the end and then deliver the balloon to you, with the air still inside. If they can't blow up a balloon at all, then fill your bags with already blown-up balloons. The race can then be for the students to pop the correct colored balloon with their feet (and only their feet).USES1. To teach colors.2. For fun.

FOOD GAMES

1. FRUIT SALAD

SUMMARYYour students are bananas, apples, oranges, etc. When you call out bananas (or apples, etc.), the banana kids come up to be cut into little pieces. When you yell, "fruit salad," all the kids crawl under the blanket and dance around like pieces of fruit getting mixed together in a big bowl.SET UPLine the students up against the wall and count them by fruit, instead of numbers. For example: banana, apple, guava, banana, apple, guava. Place a blanket on the floor. Explain that the blanket is a big fruit bowl.Prepare a large cutting knife out of cardboard. (See the picture above.)PLAYCall out the name of one type of fruit. For example: apples. All the apples walk up to you. Pretend to cut the apple students into little pieces with your cardboard knife. Ask the students to return to their spot against the wall. Repeat the above steps with the other fruit. When all the fruit has been cut yell, "Fruit salad!" The children run to the blanket and crawl under it. Let the children act a little "crazy" for a few moments (like they are mixing up the fruit) and then take the blanket off. Pretend to be very hungry and chase the students around the class, or back to their seats.Repeat the above steps. Name the students different fruit this time.Note: Before the game explain to the students what a fruit salad is.USES1. To teach or review fruit.

2. THREE MONSTERS

SUMMARYThis game teaches students to categorize food; in this case into fruit, vegetables, or junk food. If you lose this game you must offer a sacrifice to one of three monsters. Better hope the monster isn't very hungry or he will want to eat you also.SET UPDraw the three monsters on the board like in the picture above. Explain to the students that each monster loves only a certain kind of food: fruit, vegetables or junk food. If you lose the game you must present the monster with his favorite food.Prepare a recording of scary noises (growls, groans, screams).PLAYCall two students up to the front. Ask them to turn around. Hold up a food flashcard. On "Go!" the students turn and say whether this food is a fruit, vegetable, or junk food. For example, if you are holding an apple flashcard, the students must say, "Apples are fruit." The loser takes the flashcard from you and offers it to the appropriate monster to eat. Play the scary-noises recording as the student approaches the monster. Get the students to ham up their performance by acting scared, and nervous to approach the monster.Repeat the above steps with other students and other food. Add new categories if you like: meat, grains, drinks, good for you, bad for you.USES1. To teach students to categorize the food they know.

3. CONCEALED

SUMMARYThere is food under the blanket. Who can point to the banana? You can? Very good.SET UPBring in real fruit, vegetables, bread, cereal, oil, (and other food) and a thin blanket.PLAYShow the children 10 items of food and then place them on the floor, or on a low table. Ask the children to look at the arrangement of the food carefully. Now cover everything with a thin blanket. The shapes of the food must show through the blanket. Ask one student, "Where is the apple?" The student points to the spot where he or she thinks the apple is. Lift up the blanket and see if the student is correct. Now ask another student, "Where is the (milk)?" Again that student points to where he or she thinks the milk is. Reward those students who guess correctly.If this is too easy for your students then, without them seeing, cover 5 or 6 items with the blanket. Next, lift the blanket up for a few seconds and let the students see what is under it. Cover everything again quickly and then ask a student to point and name all the foods that he or she can remember. Students have to both name the food and point to its correct location to win a prize.An alternative is to name an item that is under the blanket and then ask a student to reach his or her hand under the blanket and pull it out (without looking of course).USES1. To review or teach fruit, vegetables, and other food groups.FAMILY GAMES

1. FAMILY BALLOONS

SUMMARYThe family members are all drawn on separate balloons. Which member can stay on the wall the longest just using static electricity from the students' hair?SET UPBlow up 6 balloons, one for each member of the family: mother, father, brother, sister, grandfather and grandmother.PLAYCall up six students. Give them each one balloon. Ask the students, "Who are you?" They answer, "I am mother. I am father. Etc.." Now get the students to rub the balloons in their hair and then place the balloons on the wall. The balloons should stick to the wall (because of static electricity). While the students wait for the balloons to fall down have them count or say the alphabet. The student whose balloon is the last one to fall off the wall, is the winner.Note: If the balloons won't stick to the wall (perhaps it is too humid) then tape or tack a thin cotton sheet to the wall.Also, use balloons made from the thinnest material you can find. They must be lightweight for this game to work properly.USES1.To teach or review the family members.

2. SNORING

SUMMARYWho's that snoring behind the partition? Is it father? No, it's grandfather.SET UPSet up a partition in the front of the class, or have two students hold up a blanket.PLAYCall a student up to the front. Show him or her a family member flashcard (don't let the other students see the card). The student now goes behind the partition and pretends to go to sleep. The student then starts to snore like the family member on the flashcard. (Loud for grandfather. Soft for baby. Etc.) Ask the other students, "Who is snoring?" The student who guesses correctly first, gets to come up and be the next player to go behind the partition and snore.USES1.To teach family members.2. To teach or review "Who is...?".

3. GESTURE SENTENCE

SUMMARYWhat's that you're gesturing? Tall. Brother. Hungry. Oh, the tall brother is hungry.SET UPNo set up required. Just stand in a position where everyone can see you.PLAYGesture "my". Gesture "tall". Gesture "brother". Finally, gesture hungry". Tell the students, "My tall brother is hungry". Repeat with other gesture phrases until the students get the idea and can say the sentence you are gesturing without your help. Reward the students for correctly guessing what it is you are gesturing.Later, ask the students to try their hands at gesture sentences. Be aware that you will probably have to suggest a sentence for them to gesture.Some possible gesture sentences are:My big father is sleeping.My happy mother is driving.Your sad brother is reading.Your thin sister is cooking.My old grandfather is running.My pretty grandmother is drawing.Note: If your students' level is low, just make two word gestures. For example: big mother; tall sister; happy father; etc.USES1.To teach or review family members.2. To review old action and descriptive vocabulary.3. To help the students to make longer sentences.

4. WHO HAS A......?

SUMMARYThree members of the family are lined up. Each one has something behind his or her back. Can you guess who has the book?SET UPLine up three students. On their shirts, peg a family member flashcard. For example: mother, father, sister. If you don't have any clothes pegs just lean the cards against the students' legs. Give each student something to put behind their back. For example: a book, pencil or a pen.PLAYAsk a seated student, "Who has a book?" The student stands, walks to the three family members, points to one and says, "Mother has the book." Mother turns around and shows what she has behind her back. If she has a book then the guesser becomes the new mother. If she doesn't, then the guesser sits back down. Call up another student. Again ask, "Who has the book?" This student now hazards a guess. For example: "Father has a book." Father turns around. Again, if he has a book behind his back, the guesser becomes the new father. If father doesn't, the guesser sits back down.Follow the above steps to keep playing. There is no end to this game so quit before your students' interest starts to wane.Note: At any time you can ask the three students to swap their objects.USES1. To teach or review family members and objects.2. To teach or review the question "Who has .....?"

GESTURE GAMES

1. GESTURES

SUMMARYGestures are very useful to help young children remember words. Descriptive words are simple to turn into gestures.SET UPNo special set up required. Follow the gesture diagrams above.PLAYHave the class stand up. Perform two gestures. For example: big and little. Say the words as you do the gestures. Exaggerate the motions. Repeat the gestures and ask the students to follow and repeat after you. Do this several times. Go very fast or very slow to make the students laugh.There are many simple games to play using gestures.1) Make gestures and get students to say the word.2) Say the word and get students to make the gesture.3) Hide a student under a blanket and ask him or her to gesture a descriptive word. Let the first student to guess the gesture switch place with theother student.Note: Test the students' comprehension at some point. Ask, "What is big/little/tall/short/etc.?"USES1. To teach or review simple descriptive words.

2. ON MY HEAD

SUMMARYThe teacher has a flashcard on his or her forehead. But they can't see what it is. Like in the game 20 questions, the teacher can ask only yes/no type questions. "Is it big?" the teacher asks. "Yes," the students answer. "Is it grey?" "Yes." Can the teacher identify the flashcard?SET UPNo special set up is required. Just take out a stack of flashcards and lay them on a table beside you.PLAYAsk a student to come up and hand you a flashcard. Don't look at what it is. Now, place the flashcard on your forehead, facing out (so the students can see the picture). Start to ask yes/no type questions. "Is it (the thing on the flashcard) big? Is it round? Is it yellow? Is it tall? Is it ugly?" Of course only use descriptive words the students already know.The students can answer only yes or no. Limit yourself to 10 questions before you have to guess what the picture is on the flashcard. Hazard a guess and see if you are correct. Then ask another student to hand you a different flashcard and repeat the above steps until you have guessed at all the cards in the pile.Note:1. It is more fun for the students if you are occasionally wrong in your guesses.2. If your class's English is strong enough, students can try to guess the identity of flashcards in the same way.USES1. To practice listening comprehension.2. To review flashcards and descriptive words.

3. BIG HOUSE

SUMMARYWhere is the little bird? Is he in the big house, the little house, the long house, the short house, etc.?SET UPDraw and cut-out a series of birdhouses like in the picture above. Draw a little bird or use ours.PLAYWithout the students seeing you, hide the little bird behind one of the houses. Ask one child "Where is the little bird?" The child comes up to the board and says "In the (long/short/big/etc.) birdhouse." The child then takes down that birdhouse to see if the little bird is behind it. If the student's guess was correct let him hide the little bird for the next student. If the student guessed incorrectly, let him try again.Note: You can play this game on the board, or, if you have a small class, on a table.USES1. Teach descriptive vocabulary.2. Can also be used to teach colors (blue house/red house) and shapes (star house/square house).WHITEBOARD GAMES

1. BIRDS & WORMS

SUMMARYTwo teams compete: a bird team and a worm team. The bird team tries to land on a worm square so they can eat the worm and win the game. The worm team tries to land twice on the same square so they can turn into Superworm and win by scaring away the bird.SETUPDraw a grid on the board like the one above: six rows across and six rows down. Choose which team will be the bird and which the worm. (You can choose other animals if the children don't like these.)Note: The teacher does not need a key for this game as the positions of the birds and worms on the board are determined by the roll of the dice.PLAYChoose a team and player to go first. Ask this player a question (or to make a sentence, identify a flashcard, etc.) and then give him or her the dice. The student rolls twice. The first roll tells you how many squares across to go, while the second roll how many squares down. For instance, in the above picture the teacher is pointing to a square that the worm team got by rolling a 1 and a 2.Mark the team's position on the grid (i.e. draw a bird or worm in the appropriate square). Now, choose a player from the opposing team. Again, ask a question and then get the student to roll the dice twice. Mark the position on the grid. Keep playing until one of two things happens: the bird lands on a worm square (and eats the worm), or, the worm lands on another worm square (and turns into Superworm).Note: While you are playing, exaggerate the situation between the bird and worm. For example, when a bird lands close to a worm square pretend you are the worm and wipe your brow and say, "Whew!" Or, pretend you are the bird and snap at the worm.USES1. Play with any vocabulary or sentence patterns.

2. MOSQUITOES

SUMMARYTwo teams compete to have the least amount of mosquitoes on their side when the game is over. Yes, the least amount! After all, who wants a lot of mosquitoes?SETUPDraw a grid like the one on the left (above), on the classroom board. Draw a grid like the one on the right in your notebook. This is your key. Both teams start out with 100 mosquitoes a side.Key:

Choose a square with this arrow and the mosquitoes on the left all fly to the right.Choose a square with this arrow and the mosquitoes on the right all fly to the left.This is mosquito repellent. Choose a square with it in it and all your mosquitoes die (are erased). [30, 20] Choose a square with a number in it and that number of mosquitoes will be added to your team's total.PLAYChoose a team and player to go first. Ask the player a question (or to identify a flashcard) and then to name a square on the grid (for example: B4, or A2). Look at your key and fill in the appropriate amount or follow the appropriate command. If for example, one team choose A4 then add 40 mosquitoes to their side. If they choose E4 then make all their mosquitoes fly to the other side. The arrows are what make this game so exciting. You never know until the last square is filled in, who will win by having the least amount of mosquitoes.USES1. Play with any vocabulary or sentence patterns (because this is a suspenseful game you can practice more difficult or tedious patterns with it).2. Practice letters and numbers together (B4, A3, C6, etc.).

3. THE TITANICSUMMARYThe Titanic is sinking. Two or more teams try to get all their people off the ship before it goes down.SETUPDraw a picture like the one above on the board. You can draw as many figures in the ship as you like (it depends how long you want to play the game). Use fruit if you don't like the idea of playing a game where people drown. Another alternative is to draw animals on each side (or even simple words if the students can read) and then ask the students to name which things they want rescued.Divide the class into two or more teams. Explain that the team which gets the most people (or fruit or animals) off the sinking ship first, wins.PLAYChoose a team and player to go first. Ask this player a question (or show him a flashcard, etc.) and then give him or her the dice to roll. The throw determines how many people (or fruit or animals) will be rescued. To rescue erase the figures and redraw quickly on one of the lifeboats. Now let the opposing team roll. Again rescue as many figures as the number on the dice. Keep going until all the people (or fruit or animals) are off the Titanic.USES1. Play with any vocabulary or sentence patterns.2. Practice numbers.

4. HAPPY OR SAD

SUMMARYHalf board game, half action game. Players move back and forth across the classroom (to leave their team and join the other) depending on the emotion of the Bunny in the squares they choose.SETUPDraw the above left grid on the board, and the above right grid in your notebook (this is your game KEY). Divide the class into two teams. Put as much space as you can between the teams, so that players have to walk across the floor to join their opponents.Note: the above grid should generate about 15 minutes of play. Make a larger or smaller grid depending on the size, age, and attention span of your class.PLAYChoose a team and player to go first. Ask this player a question (or show him a flashcard, etc.) and then ask him to choose a square. If the square has a happy bunny behind it, that student can ask a student from the opposing team to come over and sit with his team. If the square has a sad bunny then the student has to go and sit with the other team. The team which has the most players on its side when all the squares have been chosen is the winner.Note: this game drags if it takes too long between rounds so use vocabulary/sentence patterns that can be recited/answered quickly.USES1. To review any vocabulary or sentence patterns.

5. 12/12

SUMMARYRoll the dice and try to get as close to twelve (no higher) as you can. As in Blackjack, in this game if you go over 12 you score a zero for that round.SETUPDraw a grid on the board like the one above. Explain to the students (or show through a practice game) that each round they may roll the dice as many times as they like, but the total score must not add up to more than 12. If the total score of all the throws does add up to more than 12, then the team gets a zero for that round.Divide the class into two teams. You don't need a Key for this game. All scores are determined by the roll of the dice.PLAYChoose a team and player to go first. Get this player to answer a question (make a sentence, or identify a flashcard, etc.) and then give her the dice to roll. Write down the number of the first throw on the first line. Ask the player to roll again. Add this number to the first.Now ask the player if she wants to roll again. This will (should) depend on how high a score the player has gotten so far. If, for example, she has thrown a 6 and a 4 (10 in total) then she may not want to risk another throw which may bring her score over 12.However, if her two numbers add up to a very small number, for example 4 or 5, she can and should throw the dice again. Part of the fun of this game is that it requires students to think and strategize. If your team has an 8 is it better to risk another roll of the dice?After four rounds (or more depending how many layers the grid shows) add up the total amount on each side. The team with the highest score is the winner.USES1. Good when you are teaching numbers and/or addition.2. To teach any vocabulary or sentence patterns.6. GET THE APPLES

SUMMARYSearch the grid for apples. Gather them up. Just be careful not to get any worms or you'll lose everything.SETUPDraw the above left grid on the board and the above right grid in your notebook (this is your KEY). Divide the class into two or more teams.To PLAYChoose a team and player to go first. Ask this player a question (or show him a flashcard, etc.) and then get him or her to choose a square. Reveal what is behind that square. If it is an apple the player's team gets to add one apple to their side. If it is a worm the player's team loses all their apples (the worm eats them all). A plus (+) sign means the player rolls the dice and then adds that number of apples to his side. A minus (-) sign means the player rolls the dice and then subtracts that number of apples from his side.As long as a player continues to find apples he or she may keep choosing other squares. Each time, ask the student "Do you want to go or stop?". A player can stop at any time. The team with the most apples when all the squares have been filled, is the winner.USES1. To practice addition and subtraction.2. Practice listening comprehension with the command language (Do you want to go or stop?).3. To teach or review any vocabulary or sentence patterns.

7. ANIMAL PUZZLES

SUMMARYThere is a picture behind those squares. Can you guess what is it is before the other team does?SETUPDraw the above left grid on the board (blank, without any part of the picture in it) and the above right grid in your notebook (this is your KEY). Divide the class into two or more teams.To PLAYChoose a team and player to go first. Ask this player a question (or show him a flashcard, etc.) and then ask him or her to name a square (for example, B4, or A2). Look at your key and fill in the appropriate lines of the drawing. Ask the student if he or she can guess what the picture is. If the student can't then ask the opposing team to choose a square. Keep going until someone can guess what the picture represents (in this case a rabbit).Note: for future games draw a simple picture (of an animal, vehicle, letter, fruit, etc.) and then place grid lines over it like in the example above with the rabbit. This is your KEY. Draw a blank grid on the board and play as above.USES1. Play with any vocabulary or sentence patterns (because this is a suspenseful game you can use more difficult or tedious patterns).2. Review old vocabulary by making it the grid picture.

8. CONCENTRATION

SUMMARYChoose a square and see the word or picture hidden in it. Find that word or picture's match in another square. Easy? Yes, if you can remember where you saw that word before.SETUPDraw the above left grid on the board (draw it blank) and the above right grid in your notebook (this is your KEY). List the matching words or pictures (for example high and low, mother and father, red and apple) beside the grid so that the students can remember what they are trying to match. Divide the class into two teams.PLAYChoose a team and player to go first. Ask this player a question (or show a flashcard, etc.) and then get him or her to choose a square. Consult your key and draw or write the appropriate word or picture in that square. Let's say it is the word "tall" or a picture representing the meaning of "tall". The student should know that she has to now choose the square with the word "small" behind it to score a point. But let's say she chooses the square with the word "big" in it. She has not made a match and so the words or pictures in both squares are erased. Now it is the opposing team's turn. The student chooses the square with the word "small" in it. If the student was paying attention last round he will remember where he saw the word "big" and so choose that square for the match. The team with the most matches when all the squares have been filled is the winner.USES1. Excellent to review opposites (big small, tall/short); words related by concept: winter/cold/ summer/hot); or letter-word combinations (b- boy, c-cat).

9. HANGMAN

SUMMARYEveryone knows this old game. We'll show you how to get a little more out of it for your beginner classes.SETUPDraw a picture like the one above. Choose an easy word to spell. No need for teams. Let everyone play for themselves.To PLAYThe students randomly call out letters and a word that begins with that letter. For example: A - apple; B - boat. If a letter is not in the word you have chosen then draw one part of the hanging man's body. However, ask another student to tell you which part of the body to draw. In this way you can involve more students and review more than just the alphabet. This is especially useful if your class is very young and cannot yet read. You can teach them some simple phonics as you review or teach body parts.USES1. Practice saying and reading letters.2. Practice simple phonics.3. Review or teach parts of the body.

10. STINKY EGGS

SUMMARYTwo teams take turns erasing stinky eggs from a pile on the board. The team which is left with the last egg to erase loses. After all, who wants a stinky egg?SETUPDraw a picture, like the one above, of a pile of stinky eggs. Demonstrate that the eggs are stinky by pointing to them and holding your nose. Say "Whew!". Divide the class into two teams.To PLAYChoose a team and player to go first. Ask this player a question (or show him a flashcard,etc.) and then ask him or her to erase one or two eggs. It is important that the students understand they have this choice (to erase one or two eggs). The choice can make all the difference between winning and losing. Play until there is just one egg left. Don't ask anyone to erase this last egg (it will only embarrass them). The team left with this last egg to erase automatically loses.USES1. To teach or review any vocabulary or sentence patterns.

11. THAT'S A MOUSE?

SUMMARYThe students work in pairs. One draws while the other tries to guess what the drawing is trying to represent.SETUPDivide the class into pairs and hand out one sheet of paper for each team. Demonstrate that one member of each pair draws, while the other guesses.To PLAYCall the drawing students up to the front. Show them a flashcard. On "Go!" the students run back to their partners and start to draw. When one of the partners understands what the picture is, he or she must raise their hand. After that student has correctly identified the picture give a point to that student's team or reward them with a sticker.Get the students to swap positions (the drawer become the guesser and vice versa) and play again with a different flashcard picture.USES1. Play with any vocabulary2. Makes reviewing known vocabulary active and fun.

12. THE TOPS

SUMMARYRoll the dice and hope for a number that's on the next level. Advance to the top and you are the winner.SETUPDraw two number grids like the ones above; one grid for each team. Place a board magnet under each grid. Divide the class into two teams.To PLAYChoose a team and player to go first. Ask this player a question (or show him a flashcard, etc.) and then give him the dice to roll. Let's say he rolls a 5. Look at the first level on his team's gird. Is one of the three numbers a 5? If yes, then move his team's magnet up to that level. Let the student roll again. Let's say he gets a 2. Is there a 2 on the next level up from the magnet? Yes, there is. Move t he magnet up again.Note that the number can be any of the three on the next level. It doesn't have to be the number directly above the magnet. Let the student roll again. Let's say he rolls a 2. Is there a 2 on the next level? No. Give the dice to a member of the opposing team. Keep going until one of the teams reaches the top and wins.USES1. Great for practicing numbers.2. Good for practicing "is there" type questions: "Is there a 4 (on the next level)? Is there a 2 (on the next level)?",

13. THE DUMPS

SUMMARYLose a round and your team takes one step closer to jumping into the garbage can at the bottom ( and losing the game).SETUPDraw a picture like the one above on the board. Divide the class into two teams.Start each team's "man" on the top stair.PLAYCall up a player from each team. Ask them both to answer a question (make a sentence, identify a flashcard, etc.). Then, ask them to roll the dice or do "paper, scissors, stone". The loser's team takes one step down the stairs.Repeat the above steps with other students until one team makes that final leap into the garbage (or volcano, or shark mouth, or pile of poo).Note: as a team moves down the steps, draw their mascot's face showing more and more ridiculous expressions of fear. Make his hair stand straight up, his mouth open as wide as he can, etc. Ask the children "Are you scared?" when their team gets close to the final step. Remember, you can always use the structure of a game to teach language.USES1. Play with any vocabulary or sentence patterns.2. Good for reviewing emotions (from happiness, to fear, to sadness, as the teams step closer to the end).

14. I'VE GOT TO GO!

SUMMARYJust like the title says: you are working your way up the stairs to get to the bathroom. Don't forget to pick up the toilet paper on the last step.SETUPThis game is very similar to number 13 (In the Dumps) except that in this version, you are trying to make it to the top of the stairs (to go to the bathroom) instead of trying to avoid going down the stairs. Draw a picture like the one above on the board. Make sure each team's "man" starts on the bottom stair. Divide the class into two teams.PLAYCall up a player from each team. Ask them both to answer a question (make a sentence, identify a flashcard, etc.). Then, ask them to roll the dice or do "Paper, scissors, stone". The winner's team is allowed to take one step up the stairs.Repeat the above steps with other players. Keep going until one team makes it to the top and gets to go to the bathroom. Don't forget to have the students pick up various bathroom objects on the way up (a towel, soap, toilet paper). Not only is this funny for the students but it teaches them, effortlessly, several new words .Note: for more fun, bring in a bag filled with real toilet paper, soap and towels. When a team takes a step onto a stair with one of these objects on it, ask the loser of that round to go to the bag and take out the t.p., towel or soap, and present it to the other side.USES1. Play this game before a break to teach students bathroom vocabulary.

15. WHAT'S MISSING?

SUMMARYCheck out the row of flashcards on the board. Turn around. Okay, now turn back. Which card did the teacher take away?SETUPPlace 6 or 7 flashcards on the board. You can use more, or less, depending on the age and skill of your students.PLAYYou can play this game in pairs or with the entire class. In either case ask the players to look at the flashcards carefully. Then ask them to turn around. On "Go!" the students turn back. Give a point or small reward to the first student to raise his or her hand and identify which card you took down from the board.Note: if only a pair of students are playing each round, let the loser choose which card to take away for the next round.USES1. To teach or review any vocabulary.

16. POP!

SUMMARYEach team's mascot is holding onto six balloons. Pop all the balloons on the other team's side, and down goes their man into the hungry mouth of the shark.SETUPDraw a picture like the one above on the board. Divide the class into two teams.PLAYChoose the first player from one team. Ask this player a question (or ask him to identify a flashcard, etc.) and then give him the dice to roll. Let's say it's a 4. Erase the number 4 balloon on the opposing team's side. Make a big popping noise when you erase the balloon! Now let the opposing team have a turn rolling the dice. Let's say they roll a 2. Erase the number 2 balloon on the other team's side. Again, make a big popping noise when you erase the balloon.As the game progresses, a student will occasionally roll the number of a balloon that has already been popped. Don't let the student roll again. Luck plays a big part in this game