Many Classroom Games

8/12/2019 Many Classroom Games

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Action Race:This is a fun game using actions. Use actions like jump, hop, clap, run etc. Have theSs split into two teams and sit in lines with a chair by each team and one chair at the other end of theroom. One S from each team stands net to their chair and T calls an action, e.g. !"ump!. Ss mustjump to the chair on the other side of the room and back, sitting down in their chair Ss say !# canjump!. $irst one to do it gets their team a point. %Submitted by &areth Thomas'.

Adjectival Action:T writes on the board an activity like !bush your teeth.! She(He picks one student,they come to the front of the class. The T then shows the S a card with an adjective written on it like!slowly! or whatever. The chosen student then does the activity in the way of the adjective. The otherS have to guess the adjective. The one who guesses right gets a point and mimes the net actionwhich the teacher writes on the board. To help them you can give them a list of options, if you thinkthey need some help. %Submitted by )ibby *c+rthur'

Airplane competition:$irst, have your Ss make some paper airplanes. Stand the Ss in a line and letthem test fly their planes. $or the competition, assign different classroom objects points %e.g. table points, door - points, trashcan / points'. +sk a S a 0uestion and if s(he answers correctly then s(hecan throw and try to hit one of the target objects to win points. This works well as a team game.

Apple Pass:Have all Ss sit in a circle. Use a fake apple and toss it to one S. 1ut you must say one2nglish word as you pass. The S then throws to another S and says a different 2nglish word. #f thestudent you threw it to drops it, he(she is out. +nd the game keeps going until you have one winner. #tcan be played with different categories, such as $ood, +nimals, 2tc. *y students love it3 %Submittedby 4im.S.'.

Art Gallery: This is a great activity for reviewing vocab. 5raw enough s0uares on the board for eachS to be able to draw in. Have the Ss write their names above their s0uares. T calls out a word andthe Ss draw it %could be simple nouns e.g. !dog, bookcase, train!, verb structures e.g. !draw a manrunning, eating cake, sleeping!' or adjectives %!draw a big elephant, an angry lion, an epensivediamond ring!'. $or each S give a score for his(her picture, and then move on to the net picture. TheS with the highest score at the end is the winner.

Attention:6all out commands such as7 +ttention, salute, march in place...stop, sit down, stand up,walk in a circle, clap your hands...stop, run in place...stop, jumping jacks...stop, swim in place....stop,etc. +t first students will copy you but later they should be able to do the commands without you.%Submitted by Tania 1ibbo'.

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Backs to the Board Game: This one is good for higher level kids. *ake two teams and stand one Sfrom each team in front of the board, facing away from it. 8rite a word or draw a picture on the board%e.g. !hamburger!' and the Ss have to eplain that word to their team member %e.g. you can buy it in

*c5onalds, it9s got cheese and ketchup in it'. The first S out of the two standing in front of the boardto guess the word wins a point for his(her team.

Badminton: &ood for reviewing target vocabulary %words or communicative epressions'. Set a!court! into the classroom by placing a skip:rope tied up to two chairs. *ake two small teams %theother Ss can be the crowd and or challengers'. &ive each S a flyswatter %!;acket!'. #nflate a balloon%this will be the ball'. ;emember7 the younger the Ss, the bigger the balloon must be %slower'.5ecides who serves and for every point one team scores, have the opposite team call out theflashcard or picture card by the T shown. )ots of fun3 % game in which you ask children 0uestions

%Target ?ocabulary' like7 !8hat9s this@ 8hat fruit is red and round@ How many chairs are there in theclassroom@! or the T simply draws items on the board, makes animal noises so that they guess. Aoucan work with Ss or split the class into small groups(teams if you have a large class. The T draws on


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the board a race track and each team or S will be a 1+


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Can %ou Actions: Use this game for teaching !6an you...@! !Aes, # can! !


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ross the River: Blace flashcards on floor in winding manner. 2ach card represents a stepping stonein the river, as students must say word(phrase(0uestion(etc in order to step on it and cross the river3%submitted by *ichelle 4'.

D)ays o the &eek *arch:see *onths *arch.

)irections:1uild a model of a town, including some streets. Use a radio controlled car %a toy' andgive the controller to Ss. Bractice directions, e.g. drive two blocks and turn right, and so on.%submitted by $rancisco +mador'.

)o as + say, not as + do: + 9Simon says9 game with a difference. $irst practice Simon Says with the Ssso that they understand the game and body parts. # find it works just as well omitting the 9Simon says9.


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math problem, number, definition, etc.'. The first one to slap the write answer on the board wins apoint. They get three 0uestions and then they pass it to the net one. 8hen the first player gets backto the front. 6hange the answers and do it again3 %Submitted by Tammy 2dwards'.

ollo. the leader:Ss line up behind the T and follows him(her around the classroom. The T does anaction and shouts out the word for that action. The Ss copy the action and repeat the word. &ood

actions include7 wave, hello, goodbye, it9s cold(hot, stop, go, run, hop, skip, crawl, walk backwards,jump, sit down, stand up.

GGive *e Game: Aou can use with objects or flashcards. This works well with plastic fruit7 &ather andelicit the different kinds of plastic fruit you have. Then throw all the fruit around the classroom %it9s funjust to throw the whole lot in the air and watch the chaos of the Ss scrabbling to pick them up'. Oncethe Ss have collected the fruit %they9ll probably do their best to hide it in their pockets, etc.' T says!&ive me an apple!. The S with the apple should approach the T and hand him(her the fruit !Here youare!. +void having the fruit thrown back to you as they can go anywhere and takes a long time to

finish this game.

H1angman: The old favorite. ?ery good for reviewing vocab from past lessons.

I+ spy: T says !# spy with my little eye something that begins with 1!. Ss try to guess the object %e.g.

!book!'. 6olors are a good alternative for younger Ss %!... my little eye something that is red!'.

J2uice: 1ring a small bottle of juice %e.g. orange juice' to class. +t some point during the lesson takeout the bottle and have a sip. This almost certainly will cause a mini:riot of kids asking for some.Here9s an ideal opportunity to teach !6an # have some juice, please@!. Say this sentence to the first Sand get him(her to repeat it : only give him(her some if the sentence is said correctly. 1rink juice alongevery week, and before long your Ss will be re0uesting a drink in prefect 2nglish3 %#f you don9t wantyour Ss to be drinking out of the same bottle as you bring along a few plastic cups'.

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3nock(3nock: This can be used at the beginning of each class. Teach the Ss to knock on the doorbefore entering the classroom. There are / variations for the net step7 -. 8hen the S knocks, T says!8ho9s there@!. The S replies !#t9s %4oji'! and then the T says !6ome in %4oji'!. /. 8hen the S knocksthe T must guess who it is !#s that %4oji'@!. The S replies yes or no : if no, the T continues guessing.Having your Ss develop their own knocking styles makes this even more fun.

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4abel +t:This works well with newcomers of all ages who need an introduction to basic vocabulary. +slong as the learners are able to identify beginning letter sounds, they should be able to do this activity.To familiariDe my students with names of objects found in the classroom, # label everything with aninde card that has the item9s name on it. Then # have them repeat what # read as they point to theitem. The net day, # remove the cards and go through them one at a time and we place them on thecorrect item together. The third day, # let them label whatever they can on their own. # continue this for

a few days. 8hen they are able to independently label most of the items, # surprise them by havingthem labeled incorrectly. Then they have to straighten out the mess. Aou can adapt this to any noun:based vocabulary list %e.g. types of foods, body parts, parts of a room in a house, animals, etc.' thatyou can post pictures of. Aour website has amaDing flashcards and pictures that can be printed outand used for this. %submitted by 4**B'.

4ast 4etter, irst 4etter: %+ popular "apanese game called Shiri Tori'. Have the Ss sit in a circle withyou. T starts by saying a word, then the S to the T9s right must make a word that starts with the lastletter of the word that the T said %e.g. bus::: steak::: key::: yello.::: etc.'. 6ontinue around thecircle until someone makes a mistake.

4ine True or alse:But a line of tape on the floor and designate one side !True! and the other!$alse!. Hold up an object or flashcard and say its word. #f Ss think the you have said the correct

word they jump on the True side, if not they jump on the $alse side. #ncorrect Ss sit out until the netgame.

M*achine: This is good for practicing emotions and sounds. Bick one S to start. &ive that S anemotion or a feeling to act. They must do an action and make a noise. One at a time Ss can add to itand you essentially create a !machine!. This is a really fun game3 %Submitted by


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5umber odes: 6ut out some s0uares and write numbers from :K on them. But the numbers in abo and then instruct the students to place the numbers in a line as you call them out. This also workswell for phone numbers.

5umber Group Game: Blay some music and have your Ss walk around the classroom. Stop themusic suddenly and call out a number %up to the number of Ss in your class'. The Ss must 0uickly get

together in a group of that number. +ny Ss who didn9t make it sit out until the net round.

O6dd(6ne(6ut: 8rite E or four words on the board. Ss must circle the odd:one:out %e.g. cat : horse :cake: bird'.

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Pass: Sit the Ss with you in a circle. T holds up an object or flashcard and says its name %e.g. !Ben!'.T passes it on to the net S who also says its name and passes it on to the net S. Variations: changedirections, speed rounds, have many objects going round at the same time.

Pictionary: &ood for reviewing vocab. Bick a S and show him(her a picture or whisper a word intohis(her ear. The S draws the picture on the board and the first S to guess the picture gets to draw thenet picture. This can also be played in teams with a point system.

Picture un: Have students cut out a picture of a person in a magaDine. Students should describethe person, how old they are, what their job is, what their hobbies are, etc. and then present thatperson to the class. This is good for practicing adjectives. %Submitted by 4elly'.

Preposition Treasure 1unt: $or prepositions of location and yes(no 0uestion practice. Aou needsomething sticky, like 91lue Tack9 %used for sticking posters to the wall' that you can roll into a ball andstick on anything. *odel first7 give the 1lue Tack to a S and indicate that they should put it in adifficult:to:find place. )eave the room and give them a few moments to hide the 1lue Tack %e.g. on theunderside of a desk, on the wall behind a curtain, etc.'. Then come back in and ask yes(no 0uestionsto locate it %#s it on the desk@, #s it near the desk@ #s it in the front half of the classroom@ #s it underthe chair@ etc.'. 8hen you finally find it have a S take the 0uestioner9s role. #n a large class tryhaving Ss play in pairs.

Puppet onversation: Hand puppets really liven up a classroom, especially for young learners whoare shy when talking to the T. Aou9ll probably find that some Ss prefer talking to the puppet than toyou3 $un puppet characters %such as Sesame Street9s 6ookie *onster' that talk to Ss can produceunepected results. # always use 6ookie *onster at the beginning of my young classes. Here9s what

# do7 -. 6ookie *onster is sleeping in a bag. 2ach S has to shout !8ake up 6ookie *onster3! into thebag. 6ookie *onster only wakes up when the whole class shout together into the bag. /. 6ookie*onster says hello to each S and asks them 0uestions %their names, how they are, how old they are,etc.'. Ss reply and asks 6ookie *onster the same 0uestions. E. Ss and 6ookie *onster sing the9Hello Song9 together. C. 6ookie *onster says goodbye to each S individually and then goes back tosleep in the bag. The actual lesson can now start.

Q"uestion hain: Have the Ss sit in a circle. T asks the S net to him(her a 0uestion %e.g. !8hat9syour name@! !5o you like chocolate cake@! etc.' and the S has to answer the 0uestion and then ask

the S net to him(her the same 0uestion. 6ontinue around the circle and then start a new 0uestion. #thelps to use a ball to pass around as the 0uestions are being asked and answered.


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"uestion Ball: Have the Ss sit in a circle. Throw(;oll a ball to one S and ask a 0uestion. The netstep has / variations. Variation 1:S- throws the ball back to the T and the T throws to another Sasking a different 0uestion. Variation 2: S- throws the ball to a different S and asks that S the same0uestion.

RRope 2ump: you need a rope for this one3 Have Ss stand behind each other in a line. Hold a rope%have a S hold the other end' at a height that the Ss should be able to jump over. On the other side ofthe rope spread out some objects or flashcards and a bo. 6all out the name of one of theobjects(flashcards to the first S. S(he has to jump over the rope, pick up the correct object and put it inthe bo. $or other rounds you can hold the rope down low, so Ss have to crawl(roll under.

Rhythmic Reading: This activity is fast:paced and lively, and improves their word recognition, speed,and confidence in reading. 6hoose a reading passage %one page if using a basic tet, maybe oneparagraph if using a more advanced one'. Start a rhythm %clapping or tapping on your desk'. 6hooseone student to start. 2ach student must read one sentence %or word, if you want', eactly on the beat

and pronounced correctly. #mmediately after the first student finishes, the net one starts with the netsentence, and so on. #f someone misses a beat or stumbles over words, they lose a 9life9 or they are9out9. #f you use the 9out9 method, it isn9t so bad, because the 9out9 students help to keep the beat andfollow along. #n my eperience, all students, whether 9out9 or not, have focused intently on the reading :waiting like hawks to hear someone9s mistake. Of course you can vary the tempo, making it mucheasier or much harder. This can also be played as a team game %which team can make it to the end ofthe passage, on beat, with no stumbles or mispronunciations@'. &ood luck3 %Submitted by *elanie*itchell'.

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#ecret #: Students form / different groups in the class, each group prepares E 0uestions to ask.Other group members try to give answers to these 0uestions without saying the letter 9S9. The groupwhich does not say this letter wins the game. %Submitted by &amDe ALldLD'.

#hirt Game: 5ivide the children into two teams and give a man9s shirt to each team. 1e sure eachshirt has the same amount of buttons down the front. +t the signal, the first person on each team putson the shirt and buttons all of the buttons down the front. The one who is buttoned:up first gets toanswer the 0uestion you ask. Of course a 0uestion e0uals points. #f the answer is incorrect, theperson from the other team gets a chance to answer.

#hopping: This can be used with a wide range of objects %plastic fruit works very well'. &ather all theSs and show them all the objects you have. +sk a S !8hat do you want@! %or maybe !8hat would you

like@! to higher levels'. The S should reply %e.g. !+n apple, please!'. T then says !Here you are! andthe S finishes with !Thank you!. +t the end collect the objects by playing the 9&ive *e9 game.

#hopping Game: This is an oral communication activity appropriate for 2$) learners inelementary(primary school %optimal for grades E:M'. This game is designed for practicing !shopping!dialogue and vocabulary. *aterials7 !produce! and play money. Object of game7 To accumulate asmany products as possible.

Students are divided into clerks and shoppers. 6lerks set up !stands! to allow easy access for allshoppers %e.g. around the outsides of the room with their backs to the wall'. Shoppers are given a setamount of moneyN %e.g. dollars, euros, pounds, etc.' and begin at a stand where there is an openspace. Students shop, trying to accumulate as many items as possible %each item is - unit ofcurrency'. Beriodically, the instructor will say !stop! %a bell or other device may be needed to attract

attention in some cultural and classroom contets' and call out a name of one of the products.Students with that product must then put +)) their products in a basket at the front of the room. Theremaining students continue shopping. Students who had to dump their products must begin again


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from scratch %with fewer units of currency'. The student with the most products at the end wins.Students then switch roles.

N#t is recommended giving students as much money as possible since students who run out can nolonger participate.

+lternative play for more advanced students7 6lerks set the price of items. Shoppers have the optionof negotiating the price. There are two winners in this version7 The shopper who accumulates the mostproducts and the clerk who makes the most money.

#ilent Ball: #f the Ss are being loud and off task play this game with them. #t really works and theylove to play it. Have all the Ss stand up and give one student a ball %make sure it is soft'. Have thestudents toss the ball to each other without saying a word. +ny student who drops the ball or talksmust sit down. %Submitted by Samantha *archessault'

#imon #ays:+ good review for body parts %!Simon says touch your knees!'. Aou could changeSimon to your name to avoid confusion. 8hen T says a sentence without the word !Simon! %e.g.!Touch your knees!' then Ss shouldn9t follow that instruction. #f a S makes a mistake s(he has to sitout until the net round.

#lam: Sit the Ss in a circle and place some objects or flashcards in the middle of the circle. Tell Ss toput their hands on their heads. T shouts out the word of one of the objects and the Ss race to touchit. The S who touches it first get to keep the object. The S who has the most objects at the end of thegame is the winner.

#mells Game:Breparation7 Take eight small, empty jars opa0ue jars work best %e.g., plastic vitamincontainers'. But good:smelling things %e.g., shampoo, syrup' in four of the jars and bad:smelling things%e.g., vinegar, strong dried herbs' in the other four. Only a small amount is needed. Blace all the jars ina big paper bag. 2ecution7 8rite !#t smells good! and !#t smells bad! on the board. Aou can alsodraw a happy face and a disgusted face to clarify things. Teach the phrases. 2ach S then comes up toteacher, one at a time. S is then blindfolded and you hold an open jar under his(her nose. S must say

whether it smells good or bad. &reat fun3 %Submitted by *a 1ecker:Bos'.

#no.balls: The T or the Ss draw on the board items related to the Target )esson %fruits, animals,veggies, etc.' *ake two teams. One S from each team gets a wet tissue %!Snow ball!' and stands up.The rest of the class picks a card which can not be seen by the two Ss standing, who will throw their!snow ball! as they hear the other Ss call an item out %eg7 !+pple3!'. The team whose participant hitscloser to the item called out, gets a point. %Submitted by Salvador'

#pelling Bee: Have all your Ss stand at the front of the class. &ive S- a word to spell. The S orallyspells the word and the T writes it on the board as it is being spelt. #f the spelling is wrong the S isknocked out of the game. The last S standing is the winner. This also works well as a team game.

#pin the Bottle: Sit Ss in a circle with a bottle in the middle. T Spins the bottle. 8hen it stopsspinning the S it is pointing to has to answer a 0uestion. #f the answer is correct then that S can spinthe bottle. This is a good class warm up activity.

#7uee$e: 5ivide the Ss into two teams with their desks facing each other. The Ss closest to theteacher must keep their eyes open, the other Ss close their eyes. The Ss on each team must all holdhands ecept for the two on the ends. The two farthest away from the teacher will be reaching for asmall object, like a koosh ball or bean bag. The teacher flips a coin for the Ss whose eyes are open.8hen it lands on heads the Ss must s0ueeDe the hand of the net person, and then the net personand so on. 8hen it reaches the student on the end s(he must 0uickly reach for the object. The teamwho picks up the object first wins a point. Then the line rotates, the Ss with their eyes open move tothe net seat. The Ss who reached for the object come to the front. %Submitted by )ynette "ackson'

#top the Bus:+ll Ss need pencil and paper to play this game. The T writes a letter on the board, andshouts, !Start the bus.! The students then write down as many words beginning with this letter as they


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can think of. 8hen one S shouts out, !Stop the bus3! everyone has to stop writing. The students all getone point for each word. The S who has the most words wins an etra / point. This may or may not bethe one who shouted, !Stop the bus.! %Submitted by 4atie *c+rthur'

#tory Pass: But up a picture or a first sentence as a writing prompt. 5ivide students into small groupsand have them create a story from that prompt. 2ach student takes a turn writing one sentence to add

to the story and passes it on to the net student. 4eep it going around in the group until they havefinished it %it may be helpful to have a length limit or time limit so the stories don9t get too out ofcontrol3'. ?ote on the best story, based on creativity and flow. %Submitted by 6hristina 5everall'

TThere is8there are: To practice there is(there are. &ive your students a list of 0uestions, and havethem go around the school, park in order to answer the 0uestions. =uestions could be7How many doors are there in the school@how many teachers are there in the school in this moment@how many plants are there in the hall@

how many tables are there in the classroom@, etc. %Submitted by 6laudian Torres'

Time Bomb: you need a timer %such as an egg timer' for this eciting game. Set the timer, ask a0uestion and then throw it to a S. S(he must answer and then throw the timer to another S, who inturn answers and then throws it to another S. The S holding the timer when it goes off loses a life.This can also be done with categories %e.g. food, animals, etc.'.

Tingo Tango:sit with students in a circle after teaching any topic. &ive a bean bag to one student inthe circle to start passing around when another student %sitting looking out' begins to chant !tingo,tingo, tingo, tango!. 8hen s(he says !tango! the student who ends up with the bean bag must eitheranswer a 0uestion or ask one about the topic learned. %Submitted by *aria Bineda'

Tornado7 Supplies7 flashcards %pictures or 0uestions on one side, numbers on the other', 9Tornado6ards9 %flashcards with numbers on one side and a tornado picture on the other'. Stick the numberedcards on the board with either pictures or 0uestions on the back %depending on the age group' facingthe board. +lso include M Tornado cards and mi them in with the picture cards. Students then choosea number card. #f they answer the 0uestion correctly then their team can draw a line to draw a house.#f they choose a tornado card then they blow down their opposing teams part drawing of a house. Thefirst team to draw a house wins. %submitted by Sally )loyd'.

Train Ride Game: Have Ss form a train %standing in line holding onto each other'. 6hoo choo aroundthe classroom and call out instructions %e.g. faster, slower, turn left(right, stop, go'.

Touch: Have Ss run around the classroom touching things that T orders them to do %e.g. !Touch thetable! !Touch a chair! !Touch your bag!'. 6olors work well for this, as Ss can touch anything of that

color %e.g. !Touch something green!'.

Tornado7 Supplies7 flashcards %pictures or 0uestions on one side, numbers on the other', 9Tornado6ards9 %flashcards with numbers on one side and a tornado picture on the other'. Stick the numberedcards on the board with either pictures or 0uestions on the back %depending on the age group' facingthe board. +lso include M Tornado cards and mi them in with the picture cards. Students then choosea number card. #f they answer the 0uestion correctly then their team can draw a line to draw a house.#f they choose a tornado card then they blow down their opposing teams part drawing of a house. Thefirst team to draw a house wins. %submitted by Sally )loyd'.

Typhoon7 Have the students put chairs in a circle, with one less than the number of students. Thestudent left standing has to ask the others a 0uestion ie 5o you have glasses@ #f the answer is yes,

then the students with glasses have to get up and switch chairs, giving the one standing a chance tosit. #f the answer is no, the student remains sitting. )ots of fun, and the kids seem to love it and


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always ask for it. 1e careful that they don9t get too ecited and knock over any chairs. %submitted by4irk 5avies'.

U9hm9 Game: One student at a time is chosen and given a specific subject %pickle, grass, football,etc'. The objective is for the student to talk about(describe the subject for as long as possible withoutpausing or using fillers such as !uhm!. This is a great game for building speech skills and kids love it3%Submitted by *aggie'

nscramble: 8rite a word on the board that has all its letters mied up %e.g. !lrocsmaos! P!classroom!'. Ss have to unscramble the word. This works well in a team game. Variation: use letterblocks ( letter shapes instead of writing on the board.

V;anishing 6bjects Game: place a number of objects in front of the Ss. &ive them a few moments tomemoriDe the objects and then tell them to close their eyes. Take away one of the objects and thentell the Ss to open their eyes again. The first S to guess the missing object can win that object %for -point' and take away an object in the net round.

;ocab Tic Tac Toe:5raw a basic tic tac toe board on the white board with new vocabulary in eachblock. 2ach word is missing one, two or three letters depending on students level. One S from eachteam is called up and must fill in the missing letter%s' and say the word aloud. The team with three in arow wins. %submitted by Shawn'.

W&ord hain: have the Ss to sit with T in a circle. T says a word %or sentence' and then the net Srepeats that word and adds a new word. S/ then says the / words and adds another. 6ontinue goingaround the circle until the list gets too long to remember3

&hat Time +s +t *r< &ol =variation>: This variation is easier to play in a classroom setting. Have Ssstand in a circle around *r. 8olf %either T or S', who is blind:folded and facing one direction. The Ssask 98hat time is it *r. 8olf@9. #f *r. 8olf says 9#t9s C o9clock,9 then the Ss march in a circle C steps. #f*r. 8olf says, 9#t9s dinnertime,9 then he or she grabs the S who is in front of them. +nd that S becomes*r. 8olf. +s another variation, and to teach Ss times of meals, M o9clock could be breakfast, -/o9clock could be lunch and F o9clock could be dinner. So when *r. 8olf said, 9#t9s -/ o9clock,9 *r. 8olf

would eat a S. %Submitted by 8ilhelm'

&hisper Game: Sit the Ss in a circle with you. 8hisper a word or sentence in the net S9s ear %e.g.!#9m hungry!'. S(he then whispers that in the net S9s ear and so on until the last S. S(he then saysthe word(sentence out loud to see if it9s the same as the original message.

&hiteboard )ra. Relay: *ake / teams and line them up as far away from the board as possible.6all out a word to the first members of each team, and they have to run to the board, draw the pictureand run back to his(her net teammate. The process is repeated for each student and the team thatfinishes first is the winner. Variation: Twhispers the words. The S can only run back to his(her teamwhen his teammates guess what the picture is.

&indo. Game: Aou can only do this if your classroom has a window that you can stand outside of

and look into the classroom %don9t try this on the -th floor3'. *odel first7 stand the Ss in front of thewindow and go out of the room. 8ave to them through the window and silently mouth some words %so


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it seems like they can9t hear you through the glass'. )ook at a flashcard and then mouth the word afew times. &o back in and the S who first tells you the word you were saying can have a turn.

&ord Recognition Game: 8rite some words the Ss have learned in previous lessons on some cards%postcards are ideal'. Have all the Ss stand at one end of the room and the T in the middle. Hold upone card and Ss come forward and whisper the word in the T9s ear. #f correct they can go over to the

other side of the room. Ss can have as many guesses as possible.

XYZ%oghurt Pots and ;ocabulary: This is definitely only for primary school children just learning tospeak 2nglish.

Aou need a number of empty, clean and preferably identical small yoghurt containers for this game.


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*ost children will not cheat in this game but make a point of at least appearing to check the words thetop three children or teams have written, against the master lists that you should have made. 1e surethey see you doing this.

# was very pleasantly surprised at how successful this game became with my primary school pupils. #t

completely turned them around and even the laDiest and most troublesome among them weretransformed.

#f this becomes successful in your classroom then you could use this game to 9categoriDe9 theirvocabulary training by having different 9sets9 of pots with different word lengths or subjects or wordsbeginning with certain letters or containing certain letters.

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Many Classroom Games