Number - Bingo! 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,) © by Anja Schindler ;-) Who am I?? 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 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. The degree of difficulty of this game is left entirely up to you, the teacher. You can 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 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 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.  If a letter in the word is guessed correctly, the teacher writes it into the correct space.  If a letter is guessed which is not in the word, the teacher draws part of the man being hanged.  The team which can guess the word first receives a point, then start the game over. Word Grab with Songs 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 magnets. 3. Put the students into 2 teams each one in a line before the board. 4. Play the song. 5. When the 2 students at the front of their line hear a word in the song that is on the board they must race each other to grab that word from the board 6. They then go to the back of the line and it's up to the next pair. 7. The team with the most words wins. Variation: Be careful this can get quite violent! I don't usually stop the tape so don't choose words that come one after the other. If you want to make it more difficult you can put red herrings up. You can usually play the song a couple of times until they get all the words . [...]... behind the other to form a line perpendicular to the white board 3 Assign each member of the teams a number from 1 (front of the row) to the maximum number of team members (the end of the row) 4 Ask a question and then say a number For example, "What is the opposite of 'up'? Number 5." The student who is number 5 on each team runs to the board to write the answer The first correct answer gets a point... paper Number Toss Language Aims: To practice numbers from for example 0 to 10 Time: 10 minutes Preparation: You need a small ball such as a tennis ball Procedure: 1 Ask students to stand up and make a circle 2 Tell the students you will throw the ball to one of the students That student catches the ball and then says any number between 0 and 10 (e.g "4") 3 The student on the right must then say the number. .. that comes after (i.e."5") The student on the left says the number before (i.e."3") Note: If the student who has the ball says the number 10, the student on the right says "0" and the student on the left says "9" It is probably a good idea to practice this first to make sure students understand the rules of the game 4 After the students say the numbers, the student who caught the ball throws it to another... clearly so other students can understand Time: 1 0-1 5 minutes Preparation: none Procedure: 1 Ask a student to tell you a word they have learned from their lessons Write the word on the board or OHP 2 Underline the last letter of that word and ask the students to find a new word starting with that letter 3 Repeat this process until you are satisfied with the number of words students have produced Variation... previous lessons (e.g tense forms, vocabulary of description, general knowledge, prepositions, etc.) Time: 15 - 20 minutes Preparation: Write down the questions you plan to ask the students Move desks to the sides of the classroom Procedure: 1 Divide the class into two or three teams of equal numbers The students to bring the chairs out into the middle of the room 2 Each team should form a row; students... remember all the words or until one student makes a mistake Am I a pizza? Language Aims: To review vocabulary To use yes/no questions to figure out unseen words Time: 1 0-1 5 minutes Preparation: Cut out little strips of paper or use post-it notes and write vocabulary words on each piece You might also need sticky tape Procedure: 1 Tell all the students to stand up in the center of the classroom 2 Place... stealing the other team's pen, and erasing the other team's answer is subject to penalty Mime Language Aims: To review word fields (transportation, job, moods, animals, …) Time: 10 - 15 minutes Preparation: Make a list of 8 - 10 modes of transportation Include the verb that goes with the noun (e.g ride a bicycle; drive a car; fly a plane) Procedure: 1 Select a student to come up to the front of the class... that object (They are not allowed to talk or share answers with other students or use their dictionaries.) 3 Say "Number 1" and point to an object (e.g a chair) The students then write down the word for that object on their paper: In the example they would write down: 1 chair 4 Then say "Number 2" and point to a different object (This could be something more difficult like the whiteboard or a cassette... 3 Repeat Step 2 until most or all students have had a turn Missing vowels Language Aims: To review vocabulary and target language To use contextual clues to fill in missing letters of words Time: 10 - 15 minutes Preparation: Select or create a short paragraph and take all the vowels out of the words replacing them with a dash or line This can easily be done on the word processor by using the Find... students understand the rules of the game 4 After the students say the numbers, the student who caught the ball throws it to another student and Steps 2 and 3 are repeated If a student says an incorrect number, he/she must leave the circle 5 The last student(s) left standing wins Running dictation Language Aims: To practice reading, writing, speaking and listening Time: 15 minutes Preparation: Cut a suitable . Number - Bingo! Number - Bingo! Language Aims: To revise numbers (or certain vocabulary fields, time of. • 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,