Contents:
All begin with the same letter
Tell your students they are going to write sentences, but need to take the following rules into account:
1. Each sentence must have at least 5 words.
2. Each word in the sentence must begin with the same letter given by the teacher.
3. You may use a proper name, but only once in a sentence.
4. The winner is the one (or the ones) who can manage to write a correct sentence (it does not matter if it is a little bit crazy)
Then you can get sentences like these:
Every evening eleven elephants escape.
All afternoon animals ate angry avocados.
My mother makes marvelous meatballs.
The tiny tailor took the Tunesian tourists to Tazmania.
An so forth. You will have to correct some errors like word order, subject verb agreement, and the like.
The good thing about this activity is that students make NO USE of their mother tongue, because it is useless! They need to look for an adjective or verb that begins with an "s," for example, so there will be a lof of thinking in English.
(from Dave´s ESL Café)
Alphabet Race
Objective: To practice spelling
Materials: Two identical sets of flash-cards with letters.
- For this game two duplicate sets of cards will have to be made as there will be two teams and each team should have its own set. The cards should be 5" by 7" in size, large enough to be seen across the room. The letters printed on them will depend on the words used in the game: thus, the list of words and the cards will have to be prepared in advanced. There will have to be three s´s, for example if one of the words to be spelled in success. There should be the same number of cards with exactly the same letters for each team.
- The two teams stand at opposite ends of the room. When the teacher calls out a word, the players holding the letters needed to spell that word rush to the other end of the room and line up to form the word- correctly spelled, of course. Teamates not needed for that particular word may coach those who must spell it.
- The first team to form the word correctly earns one point. Then the teams return to their own end of the room and wait for the teacher to call out the next word. The team with the most points at the end of the game is the winner. Only words the students are familiar with should be used for this game.
Around the World
Write vocabulary words, grammar points, questions, etc (whatever you want to review) on cards. Have the first two students stand up-one student next to the other at their desk. Then show a card and the first student who answers correctly moves on to the next desk where both students stand up and answer a question on a different card: thereby going around the world (class) until everyone has a chance to play. If you want to you can prep the students first by showing them all the cards and then playing. If both players can´t answer the question within 5 seconds show the class and see who knows. This can keep all the students engaged.
Back to the Board
Level: All
Materials: chairs, white board, vocabulary
Description: This game is great for practicing vocabulary and can be used for any level. There are many variations of this game. Form 2 teams and have 1 person from each team sit in a chair facing away from the board. Write a vocabulary word on the board behind them. Each team will simultaneously give their person clues to help them guess the word. Specify that they cannot use any word or part of a word that is in the vocabulary word. Example: If the word is “friendship,” students may not use the word “friend” in their clues.
Call My Bluff
Students think of two things about themselves (or two stories about themselves, depending on the level) to tell the class. However, one of the things needs to be true and one of the things needs to be false or a "bluff". The first student tells the class their two things and the student sitting next to them has to guess which of the things is a bluff. Then the student who just guessed tells their two things and the student sitting next to them guesses and so on.
Categories
Students call out 5 or 6 categories to be written on the board (Countries, Celebrities, Food, Clothing, etc.). The teacher then calls out a letter and the students write as many items as they can beginning with that letter in each category. A time limit can be used.
Example: If the letter is ¨U¨, the students can write USA, Uruguay, Uganda for countries, Uma Thurman for celebrities, etc.
One point for each item, two points if no one else used that item.
Chain Fairytale
This is a fun writing warm-up. Everyone has a piece of paper and writes the first sentence or two to start a fairytale (not one that already exists).
Example: Once upon a time there was a frog that had no legs. He wanted to get married, but there were no female legless frogs in the land.
After one minute the leader will say "SWITCH". At this time the writers have to put down their pens and pass the papers. They cannot finish their sentences. Then, the next writers will continue the story. After about ten minutes you will have as many silly stories to read as you have club members. The leader should warn the writers that they will soon have to wrap-up the story during the last two minutes so that each story has a conclusion. Read all of the stories out loud for a good laugh. You can extend this activity by trying to edit each other's writing and spelling errors.
Directions
(Practice for instructions or for giving/receiving directions).
- Students get into partners. One of the partners is blindfolded, or must close their eyes. The other must instruct them, WITHOUT touching them, on how to walk around the room without bumping into anything (e.g., turn left, walk straight three steps, etc.).
- For a variation, instructors could place or hide objects around the room to which the ´seeing´ student must guide the blindfolded one, perhaps getting them to collect as many of these objects as possible.
Favorite words
Vocabulary review
Write on the board one of your favorite words. Tell the class it is one of you favorite words and explain why. It can be a favorite for any reason you like: it sounds nice to you, it looks nice, it´s useful, it reminds you of good friend etc. If you feel the students need more example of words and reasons for liking them, write one or two more on the board. The students should now write down some of their favorite words and then give their reasons for choosing them to their neighbor. Some students might volunteer to write their favorite words on the board and give their reasons for liking them to the class.
Funny English
Bring in pictures or write on the board real and humorous signs that aren´t quite right, such as: Ask the students why it´s funny, what´s wrong, what they meant to say, etc.
SPECIALIST IN WOMEN AND OTHER DISEASES.
LADIES ARE REQUESTED NOT TO HAVE CHILDREN IN THE BAR.
Ask the students why it´s funny, what´s wrong, what they meant to say, etc.
A good website for this: http://www.engrish.com
Or http://www.tefl.net/esl-lesson-plans/esl-activity-funny.htm
Go Fish!
Level: Can be adapted to most grammar points
Materials: 1 set of “cards” for each group
Description: You must create a set of cards with 2 of each card for each group. They should be verbs or nouns that the students can use the new grammar with. Each student gets dealt 5 cards, and the remaining cards go in a pile face down in the center. The goal is to find matches. During their turn, the student will pick one of their teammates and use the grammar to ask them for a card to try and make a match. If the other student has the card, they will give it to the first student. If not, they will say “Go Fish!” and the first student must draw a card and then their turn is over. Example: Student A has the card “recommend” and wants to find the match: “I recommend that you study for the next test.” Student B gives Student A the card “recommend” or tells Student A to go fish.
Matching Game
Level: All
Materials: 1 set of cards per group with pairs (Ex: vocab word and definition)
Description: Create a set of cards depending on what you want to practice. Divide students into groups of 3 or 4. Lay all the cards face down on the table and mix them up. Student A overturns two cards. If they are a match, the student takes them and puts them in their own pile for points. If they are not a match, the student turns them over again and their turn is finished. Student B tries to find a match.
Reasons for wanting on object
Discussion, imaginative argument, practicing clauses with because
- Tell the students you have an item to give away as a gift, and the person who can give the most convincing reason why he or she wants it will get it. The item can be something that is really desirable (a new car or a winter coat, for example); or something that is not (a baby crocodile or a stone) so that students really have to use their imagination to devise reasons why it might be needed. See the BOX for suggestions; or use items you happen to have in your pocket or bag.
- Variation: If you have a little more time, this can be done as a team game. For each item, each team should suggest as many reasons for needing it as it wishes, and you decide which is the most convincing. When you have run out of time, or the students have had enough, count up to see which team has won the most "gifts.
- BOX: Reasons for wanting an object
Desirable objects:
a car
a radio
a bicycle
a gold watch
a winter coat
a stereo set
a motor boat
a box a chocolates
an armchair
a television
a bottle of perfume
a bottle of wine
Less desirable objects:
an empty tin
a paper bag
a bone
a feather
a stone
a bit of string
an old newspaper
a bucket of mud
a baby crocodile
a used envelope
a single shoe
a playing card
Right and Wrong Chair
Level: All Levels
Adaptable to practice: grammar, vocabulary, pronunciation
- The objective of the game is to let students decipher if a statement is formed correctly. First, the teacher will place two chairs in front of the classroom. Then, he or she will divide the students into two groups.
- Once the students are in their teams, one team member from each group will be called up to the front of the class. The teacher will then read off a statement. And the two students will have to decide if the sentence has the appropriate grammar structure, verb tenses, and etc. If the student thinks the sentence is correct, he or she has to sit on the "right" chair. But if the student believes the statement is incorrect, then he or she has to sit on the "wrong" chair. However, it will be up to the teacher to let them know if the sentence is indeed correct.
There will be times when both students will go for the same chair. But whoever sits on it first, then he or she takes the chair. Of course, the student has to hope that he or she is sitting on the right one. Afterwards, the teacher will write the full sentence on the board and explain why it´s right or wrong.
Run and Slap It (or Run and Write it)
Level: All
Materials: none (or fly swatters)
Description: Run and Slap It is great for practicing quick recognition and to check for problems in understanding. The Teacher writes several items (verbs, vocabulary words, parts of speech, etc) on the board and divides the class into two groups. One person from each group steps forward and the teacher reads a prompt that corresponds with one of the items on the board. The student who slaps the correct answer first gets a point for their team. Run and Write It is similar and good for practicing past participles, for example. Instead of the teacher writing on the board, it is race for which student can write the correct answer faster.
Sentence Race
Level: All
Materials: 1 piece of paper for each group, a list of sentence prompts
Description: This game can be used to practice any grammar point that has many different sentence options. It is a simple but effective way to give the students a lot of practice in a short period of time and allow the teacher to see which groups of students are struggling. In groups of 3 or 4, students will take out a piece of paper and prepare to write 5 sentences on a specific topic. Whichever team finishes 5 correct sentences first gets a point. Specify that their sentences need to be varied, not the same sentence with one or two words different. Example: Teacher says “Use passive voice to describe how to perform brain surgery.” Students write: The patient must be prepared. The instruments should be cleaned... etc.
Sentence Starters
Put the beginning of a sentence that requires some thought, like "Being young is...", "Being in love is..." "I´ve forgotten..." on the board. Ask the students to first complete the sentence. Then ask the students to read their sentences aloud and put them on the board. Tell them to get in groups and form a short 5 line poem using the start of the sentence that you have given them for each line and the fifth line should extend the fourth sentence and make it into a nice conclusion. Example: Being young is having friends. Being young is being free. Being young is not having responsibilities. Being young is what you do before you get old and you´re not young anymore. Then they can share their poems with the class!
Snake
Put up a word on the board. The students have to make more words that connect to the word that you wrote on the board using the last letter. Set them to work on connecting as many words as they can for one or two minutes. Have them count their words at the end of that time to see who has the most words, they are the winner!
Telephone
Level: All
Materials: Sentences practicing the grammar
Description: Good for grammar points that involve changing a sentence from one type of grammar to another (Ex: active to passive). Divide the class into two teams and have them stand in two lines leading away from the board. Stand at the back of the room with your sentences and show sentence 1 to the first student in each line. They whisper the sentence to the next person in line, repeating until they reach the last student closest to the board who has a marker. That student must transform the sentence from grammar #1 to grammar # 2 and write it on the board before the student from the other team. *Note: Teacher should run to the front of the class to see who finishes the sentence correctly first.
Words from Letters
Put up about 10 or 15 random letters and have the students form as many words as they can from the letters. Set a word limit, like at least 20 words. You can also have the student race to see who can make the most words in one minute.
Icebreakers
I Have Never...
Icebreaker, practicing present perfect
Gather the students and their chairs in a circle, but having one less chair than participants. Have a pile of scrap paper with each giving an activity (i.e. play baseball). The participant not sitting picks a piece of paper from the pile, then says ¨I have never (played baseball)¨. If any of the other participants have played baseball, they must get out of their chairs and find another one, while the speaker also races for a chair. The student left standing picks a new piece of paper and the activity repeats itself.
20 Questions
Icebreaker, practicing yes/no questions
One person thinks of an object (person, place, or thing). Everyone takes turns asking yes/no questions until someone can guess correctly (or until 20 questions are asked). The difficult part is that you cannot ask "wh" questions!
Example: PINEAPPLE. Does it talk? No. Does it make life easier? No. Do you eat it? Yes. Is it something you would eat for dinner? No. Etc...
If someone makes a mistake in forming the question, other club members can help turn it into a proper question.
My Name Is...
Have the students come up with a self-descriptive word for each letter in their name.
Magnificent
Intelligent
Gutsy
Unselfish
Eager
Leader
Then have them write a paragraph about themselves using these words. ¨My name is Miguel. I´m an intelligent young man....¨
7´s
Great for practicing numbers, or even just a quick break from grammar. Gather the students in a circle. Have them count from 1 in the circle (Student 1 says ¨1¨, the next student ¨2¨, etc.). However, when a student gets to a number that ENDS with 7 (7, 17, 27...) or is a MULTIPLE of 7 (7, 14, 21, 28...), the student says ¨Beep¨ and the direction changes. For example, Student 6 says ¨6¨, Student 7 says ¨Beep¨, Student 6 says ¨8¨, Student 5 says ¨9¨. The student is out of the game if he makes an error (not saying Beep when appropriate, forgetting the change in direction, etc.).
Line Up
To start the class have them ask each other questions in which they have to elicit information from each other that they don't know. For example, the questions should be like how old are you? or how far have you traveled? Then the students must line themselves up according to this information that they have elicited from each other. Oldest to youngest or farthest to shortest.
Relaxation Technique
Listening and relaxing.
Procedure:
Tell the students to clear or at least tidy their desks. Then tell them that you are going to help them to relax. If they have difficulty in accepting this proposal, you might point out that many athletes and professional performers use the technique you are going to demonstrate in order to relax.
In order not to intuerrupt the instructions you are going to give them, check that they are familiar with the words you are going to use, for example, "rib cage". You might judge that the students will concentrate better if they close their eyes. Say:
"Sit up straight. Don´t be stiff. Now, close your eyes, pull in your chin and imagine the top of your head reaching to the ceiling. Now I want you to breathe deeply. First of all, you should try to fill the lower part of your lungs. Place your hands flat and gently against the lower part of your rib cage. Your fingers should just touch. Breathe in slowly and naturally. When you breathe in, your abdomen should expand at the beginning of your breathing and your chest shouldn´t move very much at this stage. Hold your breath, then let your muscles relax, and breathe out slowly and evenly. It is the breathing out which is so important for relaxation. Now do it again.
FORTUNE COOKIES
Take a few small pieces of paper and write on them short simple messages like "You will go to the cinema." "You will meet a famous person." "You will get 3 CDs for your birthday." Fold them so that the messages remain secret. Put all the scraps of paper in a box, shake them well and pass the box around for the students to take one and read it out and aloud. Make sure that they say "O-E, O-E ...what will my fortune be?" first! Provided you choose your messages wisely, you will provide the class with some interesting conversation topics and will find out a lot about your students and their interests (fave films, heroes, fave music etc.,) which should help you plan the course ahead accordingly!
VAN GOGH IN ALL OF US
Levels: All
For those classes who are shyer to speak at the beginning, I like to give them an activity. By the end they find they are speaking merrily away.
You will need a blank piece of paper for each student as well as coloured markers. And most important... your own piece-de-resistance!
Each person needs to draw their name on the piece of paper - in as creative a way as possible, along with 3 things about themselves. It is important to tell them not to just write "tennis", for example, but to rather draw a tennis racquet or balls or someone playing on a court.
At the end of the allocated time they need to introduce themselves to those at their table using this as a springboard.
With not everyone being Van Gogh this brings loads of giggles and relaxes them no end.
ALPHABET GAME
LEVELS BASIC AND INTERMEDIATE
IN PAIRS, PUT THESE WORDS IN ALPHABETICAL ORDER
ALPHABET GAME IN PAIRS PUT THESE WORDS IN ALPHABETICAL ORDER.docx
Short dialogues.docx
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Have some fun activities/ideas? How about worksheets, review sheets or songs?
Send your ideas to aparedes@cec-epn.edu.ec. Please include a short summary of the activity along with any worksheets or extra materials needed for the activity.
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