tag:blogger.com,1999:blog-29864674000252371152024-03-14T03:18:32.577-07:00Best Games for Teaching English as a Second LanguageUnknownnoreply@blogger.comBlogger211125tag:blogger.com,1999:blog-2986467400025237115.post-10345849460924107632015-06-19T06:43:00.003-07:002015-06-19T06:43:50.213-07:00A story for the card1. Divide the class into groups of 8, sitting so they can see and hear one another.2. Give each group one pack of cards and ask a group member to shuffle and deal them.3. The separate groups of 8 students are to work separately and simultaneously. Student A in a given group lays down one of his/her cards. If the card is a Spade, then A must tell the group about something sad that has happened to Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-6157563676334384072015-05-25T07:28:00.002-07:002015-05-25T07:28:54.900-07:00Picture<!--[if gte mso 9]>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-69087234758411658972015-05-14T07:00:00.000-07:002015-05-14T07:00:14.893-07:00Positive features auction1. Tell the students that they have $10 to buy some positive features, like: honest, intelligent, humorous, healthy, beautiful, stubborn, curious, fair, cheerful, gentle, optimistic, polite, hospital, helpful, thoughtful, wise, just, friendly, generous. 2. You can start with $1 for each adjective. 3. When the auction is over, student adopt their quality, saying: I am honest and helpfulUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-69841433052409124452015-04-28T13:41:00.000-07:002015-04-28T13:41:58.230-07:00Typical questions1. Give them these typical questions, a four-year-old child may ask, e.g. ‘Mummy, does the moon go for a wee-wee?’ ‘Where did I come from?’
2. Ask each student to write half a dozen questions (or answers) such a person might ask (and an adult answer). Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-15324173237809603462015-04-27T06:41:00.002-07:002015-04-27T06:41:25.073-07:00At the time of the photo1. Ask the students to bring in a photo of themselves and bring one yourself.
2. Show your own photo and say: What you are doing at the photo, What you have just done before it was taken, What you will do immediately after.
3. Ask the students to write the 3 sentences in the same way about their photos.
4. Then students tell the sentences to their neighbors.
5. The neighbors tell their partnersUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-37866245230513087792015-04-03T12:58:00.004-07:002015-04-03T12:58:51.802-07:00Sentence ladder1. The teacher writes on the blackboard 6 words from the active vocabulary students have recently learnt. 2. The task of the class is to use all these words in the same order in one long sentence.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-86399647829393976942015-04-01T13:42:00.003-07:002015-04-01T13:42:51.759-07:00Different roles1. Write the following questions on the board: Who/what does/did your best friend want you to be/do? Who/what does/did your father want you to be/do? Who/what does/did your girlfriend/boyfriend want you to be/do? Who/what does/did your mother want you to be/do? Who/what does/did your brother/sister want you to be/do? Who/what does/did your teacher want you to be/do? Who/what does/did your Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-79787929141864454742015-03-31T07:19:00.002-07:002015-03-31T07:19:22.940-07:00Finishing conditional sentences1. Give students only the if clause of a conditional sentence: If I go away on holiday this year ... and invite them to compose their own endings: If I had a million dollars, I would buy… If you asked me out for a meal, I would order ... If I could live anywhere I wanted, I would live ... If I had 20 children, I would be… If I had a museum, I would collect... If you loved me ... If I went to liveUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-59997758442929475232015-03-30T08:23:00.000-07:002015-03-30T08:23:17.377-07:00Mad discussion1. Divide the students into teams. One student from each team comes forward. 2. They have 3 minutes to argue about which is more important for mankind, e.g. detective novels or pizzas.
3. A jury decides who has put the best arguments and awards points for each team.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-40606623710939947722015-03-27T08:27:00.000-07:002015-03-27T08:28:15.279-07:00Last year's feelings1. Ask the students to write down one thing that happened to them last year in each of the following months: January, April, July, October.
2. Put this verb list on the board: avoided; postponed; resisted; enjoyed; loathed; denied; finished
3. Ask the students to try and remember things they avoided doing last year and things they postponed doing last year, etc... Tell them to write one sentenceUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-12017442098638795362015-03-26T07:38:00.003-07:002015-03-26T07:38:41.106-07:00New words1. Ask each student to prepare one new word that is the most interesting for him for each lesson. At the lesson students write these words on the board and into their exercise-books. 2. Then try to use this set of vocabulary at the lessons to imprint the material on the memory.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-36313272631648779182015-03-25T08:53:00.000-07:002015-03-25T08:53:23.060-07:00What she’ll do if...1. Pair the students. Ask the pairs to work simultaneously and think up 5 actions A might mime doing to B and 5 actions B could mime doing to A. To get the students thinking, give some examples: A pats B's hand / B stares at A / A ignores B / B kisses A, etc.
2. Go round supplying vocabulary the students will need.
3. Get a volunteer pair out in front of the class. Ask A to start miming one of Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-3632625907409450422015-03-24T14:04:00.001-07:002015-03-24T14:04:18.199-07:00Three of a kind1. Ask each student to write down the titles of three books that have affected them. Alternatively, they could choose three public figures, three towns, three languages, etc.2. Ask them to find and write down five adjectives to describe each.3. When they have done this, they should explain their choice of books etc.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-5175925958643075712015-03-23T01:04:00.002-07:002015-03-23T01:04:29.399-07:00Je ne regrette rien1. Put the following list on the board: Your school. Your job or occupation. Your friends. Your habits, e.g. smoking, exercise, eating, etc. Your hobbies, e.g. playing the piano, stamp collecting, etc. Your skills, e.g. languages, carpentry, etc.
2. Ask the students to take it in turns to tell the others in the group what they would change if they had their life again. Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-41622972706084266962015-03-22T16:12:00.000-07:002015-03-22T16:12:01.283-07:00Was my teacher like that?1. Prepare a set of statements about yourself at the age of 8-10. Here are four about Mario: I used to read a lot. I'd often feel angry with my father. We went to the cinema from time to time. I used to have loads of friends. The first three statements are true, the last one is false. In preparing 12-14 statements about yourself at the age of ten mix true and false ones.2. Tell the class you are Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-17383870374952748262015-03-21T14:16:00.000-07:002015-03-21T14:16:04.407-07:00Definite position1. Ask students to write as many words where a letter is in the third position as they know. 2. Then ask students to write words where a letter is in the second position, last position, etc.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-70416370838422117932013-02-20T06:57:00.002-08:002015-03-21T14:21:24.419-07:00Your partner story1. Tell the students they have 3 - 4 minutes to mime their stories to their partner on the left.
2. When they are finished, ask the students who were listening to turn to their partners on the left and to tell orally what they understood from their right partners’ mimes.
3. After 3 –4 minutes they change their roles again and so on until each student hears his or her own story.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-58612159668748008672012-11-22T05:49:00.000-08:002015-03-21T14:24:20.871-07:00I didn’t know that last week1. Ask the students to remember the events of last week.
2. Tell them to write down the things they didn’t know that were at that moment, would happen, and had
happened before, e.g.: Last week I didn’t know that I was pregnant / would marry this summer / had met my future husband.
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-64696728906311893402012-11-16T09:32:00.000-08:002015-03-22T16:13:16.364-07:00New rules1. Divide the class in groups of four. Each group is to create a rule to be followed in their conversation, e.g.: Nobody is allowed to speak before he has scratched his head.2. Each group gets a topic to discuss and sends one spy to another group. His task is to find out a rule.3. Each member of the group must speak 3 times in turn upon the topic obeying the rule of his group. Then a spy goes to Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-70550532657671909372012-11-11T07:30:00.000-08:002015-03-22T16:14:54.963-07:00Finishing conditional sentences 1. Give a sentence using the first conditional, describing one of a number of possible variations, preferably based on personal taste. For example: If I go to France this summer I will visit ... the Eiffel Tower. If I had a million dollars I would buy ... a luxury yacht.2. Invite students to express their own variations: If I go to France this summer, I will visit the Eiffel Tower. If I go to Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2986467400025237115.post-70072608532934956542012-11-07T06:46:00.000-08:002015-03-22T16:15:59.222-07:00Random dictionary1. You need an English monolingual dictionary. You ask the students to call out any number which falls between the first and last page (e.g. 251). You turn to the page named, then ask for any number between 1 and 20 (e.g. 15). You now look up the fifteenth headword on the page. If this turns out to be a function word (e.g. a preposition), the next content word on the page (preferably a noun or Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-61903590801452849812012-10-31T08:20:00.000-07:002015-03-22T16:17:57.347-07:00Scars1. Tell the students your scar story. If it is about a scar of yours that is showable, let them see it.2. Invite the group to think of how they got whatever scars they have. Give them a few minutes to bring their stories back to mind.3. Ask a volunteer to tell his or her story. Help with words, and write any accident-related vocabulary up on the board, e.g. wound, bandage, stretcher, stitches, Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-67877413023417182232012-10-30T09:47:00.000-07:002015-03-22T16:18:47.322-07:00Add a letter1. Tell the students that they can form new words by adding or curtailing a word, e.g.: mile – smile.2. Ask them to form as many new words as they can for 1 minute.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-77369269563383321992012-10-25T07:01:00.000-07:002015-03-22T16:19:48.272-07:00Things in common1. Put students in pairs, tell them to talk to each other and try to find as many things as they can in common with one another in three minutes. These should not include things they can find out just by looking at one another, e.g. that they both have blue eyes or are wearing jeans; nor should they include more than two things beginning 'We both like...’ or ‘Neither of us…’2. They should write Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2986467400025237115.post-24390885520469365452012-10-23T09:17:00.001-07:002015-03-22T16:20:32.135-07:00I remember1. Tell the students about an accident or an illness, starting most of your sentences with: I remember... ing...2. Put these sentence starters up on the board: I think I remember ... ing; I'll never forget ... ing; I remember . . ing my...; I don't clearly remember … ing.3. Ask the students to think back to an accident or illness of theirs and write half a dozen 'remember' and 'forget' sentences.Unknownnoreply@blogger.com0