1. The teacher asks up to 10 students to lend him something: a scarf, a pair of gloves, 2 books, a bag, pen, shoe, etc. He then chooses 1 or 2 objects and asks Whose is this? or Whose are these?
2. To control the answering, the teacher can point at or name the student he wants to answer the question, producing (depending on the situation): It's mine. They're mine. It's Anna's. They're hers. It's his. It's theirs.
3. After 1 or 2 questions a student can take over the teacher's role.
Find the pair
1. Prepare some two-line dialogues with each line on a separate card.
2. Distribute the cards.
3. First student reads the line on his card. If a student thinks that his line matches with the line of the first student he reads his card.
2. Distribute the cards.
3. First student reads the line on his card. If a student thinks that his line matches with the line of the first student he reads his card.
Oh!
1. Give the students a series of exclamations ('Oh!', 'Ah!', 'Great!', etc.), and ask them what they think has just happened to make the speaker say them. For example, 'Oh!' might mean that: She has had a surprise. or: He has just remembered something.
2. They might brainstorm their ideas orally, or write them down. If possible, record the exclamations, or say them, rather than giving them in writing; this gives the extra dimension of intonation, and makes the meaning clearer.
Oh!
What?
Bad luck!
Thank you!
Ah!
Stop it!
Yes!
No, thank you!
Congratulations!
Wow!
Yes?
Rubbish!
Damn!
Great!
Hallo!
Thank goodness!
Cheers!
Well?
Hallo?
Touch wood!
My God!
Sorry!
(sigh)
Good luck!
Oh dear!
No!
Welcome!
Ups!
2. They might brainstorm their ideas orally, or write them down. If possible, record the exclamations, or say them, rather than giving them in writing; this gives the extra dimension of intonation, and makes the meaning clearer.
Oh!
What?
Bad luck!
Thank you!
Ah!
Stop it!
Yes!
No, thank you!
Congratulations!
Wow!
Yes?
Rubbish!
Damn!
Great!
Hallo!
Thank goodness!
Cheers!
Well?
Hallo?
Touch wood!
My God!
Sorry!
(sigh)
Good luck!
Oh dear!
No!
Welcome!
Ups!
Adjectives and nouns
1. Students suggest adjective-noun phrases, for example, 'a black cat', 'an expert doctor', etc. Contribute some yourself. As the phrases are suggested, write the adjectives in a column down the left-hand side of the board, and the nouns on the right-hand side, so you will get something like this:
A smart \ cat
A poor \ student
2. Then they volunteer ideas for different combinations, for example 'a smart student', and you draw a line to join the two words. See how many the class can make. If someone suggests an unusual or strange combination, they have to justify it – can you justify 'a poor cat', for example?
A smart \ cat
A poor \ student
2. Then they volunteer ideas for different combinations, for example 'a smart student', and you draw a line to join the two words. See how many the class can make. If someone suggests an unusual or strange combination, they have to justify it – can you justify 'a poor cat', for example?
What am I doing?
1. Tell the students that you are going to imagine yourself being somewhere else and doing something else.
2. Students try to guess, e.g. You are drinking beer in the pub.
2. Students try to guess, e.g. You are drinking beer in the pub.
Sensory styles
1. Write down on the blackboard: 0 = can't at all; 1 = hardly; 2 = pretty good; 3 = easily.
2. Tell the students that you are going to test how they recollect their memories.
3. Read all three columns and ask some students at random.
__SEE wallpaper in your room
__SEE a kangaroo
__SEE your front door
__SEE your toothbrush
__SEE a friend's face
__SEE a plate of food
__SEE a TV show
__SEE your hairdo
__SEE a smiling cat
__WATCH the TV scene change
__HEAR a shot
__HEAR sounds of the waves
__HEAR a horse's laugh
__HEAR your favourite song
__HEAR rain
__HEAR a fire alarm
__HEAR a friend's voice
__HEAR your own voice
__HEAR birds singing...
__HEAR the birdsong change to a call of alarm
__FEEL yourself angry
__FEEL your feet in cold water
__FEEL hot potato in your mouth
__FEEL excited
__FEEL yourself swimming
__FEEL grass under your feet
__FEEL a cat on your lap
__FEEL the key, while opening the door
__FEEL your fingers on a piano keyboard
__FEEL your fingers playing a few notes
4. When you've done the test add up your scores for each sense: SEE ___; HEAR ___; FEEL ___
2. Tell the students that you are going to test how they recollect their memories.
3. Read all three columns and ask some students at random.
__SEE wallpaper in your room
__SEE a kangaroo
__SEE your front door
__SEE your toothbrush
__SEE a friend's face
__SEE a plate of food
__SEE a TV show
__SEE your hairdo
__SEE a smiling cat
__WATCH the TV scene change
__HEAR a shot
__HEAR sounds of the waves
__HEAR a horse's laugh
__HEAR your favourite song
__HEAR rain
__HEAR a fire alarm
__HEAR a friend's voice
__HEAR your own voice
__HEAR birds singing...
__HEAR the birdsong change to a call of alarm
__FEEL yourself angry
__FEEL your feet in cold water
__FEEL hot potato in your mouth
__FEEL excited
__FEEL yourself swimming
__FEEL grass under your feet
__FEEL a cat on your lap
__FEEL the key, while opening the door
__FEEL your fingers on a piano keyboard
__FEEL your fingers playing a few notes
4. When you've done the test add up your scores for each sense: SEE ___; HEAR ___; FEEL ___
Guess who?
1. Give each of your students a piece of paper and ask them to write four facts about themselves. These can be anything they choose, e.g. I was born in February, I own a bicycle, I like Beethoven, etc. as long as the statement is true.
2. Collect their pieces of paper together and then redistribute them so that each student has personal information about another student.
3. Students turn the statements into questions, and then ask other students those questions.
4. The activity ends when everybody has found out whose personal information they have.
2. Collect their pieces of paper together and then redistribute them so that each student has personal information about another student.
3. Students turn the statements into questions, and then ask other students those questions.
4. The activity ends when everybody has found out whose personal information they have.
Words my neighbor knows
1. Divide the class into pairs. The partners must not communicate at this stage.
2. Ask each student to write a list of ten words which their partner
a. should know;
b. should know but doesn't;
c. definitely doesn't know.
3. Then ask the pairs to check out the accuracy of the predictions.
2. Ask each student to write a list of ten words which their partner
a. should know;
b. should know but doesn't;
c. definitely doesn't know.
3. Then ask the pairs to check out the accuracy of the predictions.
Guessing mimes
1. Teacher tells a student a simple instruction, for example: You are watching tennis,
2. The student mimes this. The teacher then asks a series of guessing questions to show the other students what is required, e.g. Are you watching football? Are you crossing the road? The person doing the mime can only give Yes/No answers.
3. Now the teacher gives out cards or tells the instructions to a volunteer to mime before the class. If students cannot guess within 5 questions the presenter wins a point.
4. Here is a set of simple mimes:
- You are opening a tin.
- You are watching tennis.
- You are crossing the road.
- You are taking a shower.
- You are riding a horse.
- You are moving the furniture.
- You are working with Xerox.
- You are taking an exam.
- You are watching a comedy on television.
- You are changing a car/bicycle wheel.
- You are dancing tango.
- You are climbing mountains.
5. Next set of cards with more complex actions:
- blowing into a bag for a police breath-test
- taking photos of yourself in an automatic machine
- a lion-tamer, putting your head into the lion's mouth
- in a crowded bus, trying to read someone's newspaper
- a film director, showing the hero and heroine how to kiss
- lying in bed, in the dark, trying to switch off an alarm-clock
- trying to keep awake during a boring lecture
- an Egyptian belly-dancer in a night-club
- the Mona Lisa, sitting for her portrait
- blowing out the candles on birthday cake
- a parachutist, getting ready to jump
- a discus thrower, getting ready to throw
2. The student mimes this. The teacher then asks a series of guessing questions to show the other students what is required, e.g. Are you watching football? Are you crossing the road? The person doing the mime can only give Yes/No answers.
3. Now the teacher gives out cards or tells the instructions to a volunteer to mime before the class. If students cannot guess within 5 questions the presenter wins a point.
4. Here is a set of simple mimes:
- You are opening a tin.
- You are watching tennis.
- You are crossing the road.
- You are taking a shower.
- You are riding a horse.
- You are moving the furniture.
- You are working with Xerox.
- You are taking an exam.
- You are watching a comedy on television.
- You are changing a car/bicycle wheel.
- You are dancing tango.
- You are climbing mountains.
5. Next set of cards with more complex actions:
- blowing into a bag for a police breath-test
- taking photos of yourself in an automatic machine
- a lion-tamer, putting your head into the lion's mouth
- in a crowded bus, trying to read someone's newspaper
- a film director, showing the hero and heroine how to kiss
- lying in bed, in the dark, trying to switch off an alarm-clock
- trying to keep awake during a boring lecture
- an Egyptian belly-dancer in a night-club
- the Mona Lisa, sitting for her portrait
- blowing out the candles on birthday cake
- a parachutist, getting ready to jump
- a discus thrower, getting ready to throw
Turn out somebody's pockets
1. Ask each student to list the contents of the pockets or handbag of an imaginary person: they should list 10-12 objects.
2. Get them to exchange lists: each person then writes a thumb-nail sketch of the imaginary person whose list they have.
3. Ask them to stick the word lists and descriptions around the walls so that everyone can read them.
2. Get them to exchange lists: each person then writes a thumb-nail sketch of the imaginary person whose list they have.
3. Ask them to stick the word lists and descriptions around the walls so that everyone can read them.
What letter is after
1. Divide the students in two teams.
2. Ask each team questions like: What is the letter before Z or What is the letter after I?
3. The team that makes less mistakes wins.
2. Ask each team questions like: What is the letter before Z or What is the letter after I?
3. The team that makes less mistakes wins.
Paparazzi
1. Write on the board the following: Where they were... What did they do... What happened then...
2. Give each pair of students two cards. Ask them to write on separate cards the names of two famous people, one male and one female. Explain that these two people do not need to be connected in any way.
3. Collect the male cards and shuffle. Give one to each pair. Collect the female cards and shuffle. Give one to each pair. Explain that each pair is going to write a short article about these two people for a gossip column.
2. Give each pair of students two cards. Ask them to write on separate cards the names of two famous people, one male and one female. Explain that these two people do not need to be connected in any way.
3. Collect the male cards and shuffle. Give one to each pair. Collect the female cards and shuffle. Give one to each pair. Explain that each pair is going to write a short article about these two people for a gossip column.
Me before
1. Ask the students to write 5 things on a piece of paper that they did between the ages of 10 and 15. If you are teaching younger people get them to write about an earlier time in their life, e.g. from 5-10, or write statements about a weekend or holiday.
2. Collect all the papers and redistribute them making sure that nobody gets her/his own.
3. Ask the students to mill. They ask each other questions about the statements they have in order to find the writer.
4. When the students have found the owner of the paper they can talk to each other long and fill in any details or give further information as they wish.
2. Collect all the papers and redistribute them making sure that nobody gets her/his own.
3. Ask the students to mill. They ask each other questions about the statements they have in order to find the writer.
4. When the students have found the owner of the paper they can talk to each other long and fill in any details or give further information as they wish.
Adjective match
1. The teacher thinks of an adjective; the aim is for the class to guess it. The teacher gives as a prompt a noun which the adjective could describe. Students make 2 or 3 guesses at the adjective, using it with the noun. If the do not guess correctly the teacher provides a further noun prompt and elicits further guesses. With each additional noun prompt, the choice of adjective becomes narrower, as each previous noun must be kept in the mind, e.g. teacher's word flat:
Teacher: (prompting) Table.
Student 1: (guessing) A square table?
Teacher: No.
Student 2: (guessing) A wooden table?
Teacher: No.
Student 3: (guessing) A round table?
Teacher: No. (prompting) Road.
Student 4: (guessing) A straight road?
Teacher: No.
Student 5: (guessing) A level road?
Teacher: No, but very near.
2. After the initial teacher/student phase, the game can be played by students in pairs or groups. The students choose their own words, or are given words by the teacher so that their collocation practice is guided.
Teacher: (prompting) Table.
Student 1: (guessing) A square table?
Teacher: No.
Student 2: (guessing) A wooden table?
Teacher: No.
Student 3: (guessing) A round table?
Teacher: No. (prompting) Road.
Student 4: (guessing) A straight road?
Teacher: No.
Student 5: (guessing) A level road?
Teacher: No, but very near.
2. After the initial teacher/student phase, the game can be played by students in pairs or groups. The students choose their own words, or are given words by the teacher so that their collocation practice is guided.
Erasing words
1. Write on the board about ten words which are difficult to spell, and give the class a minute to 'photograph' them.
2. Point to one word, then erase it; the students write it down from memory. And so on, until the words have been erased. Check the spelling.
2. Point to one word, then erase it; the students write it down from memory. And so on, until the words have been erased. Check the spelling.
Numbers
1. The class is divided in two teams. On the right and left side of the blackboard equal sets of numbers are written.
2. Teacher calls out numbers and representatives of both the teams have to cross them off.
3. The winner is the quickest team to cross the numbers out.
2. Teacher calls out numbers and representatives of both the teams have to cross them off.
3. The winner is the quickest team to cross the numbers out.
May I...?
1. Ask the student to write some questions to you about their rights at the lesson. Ex.: May I smoke at the lesson?
2. Answer the questions: Yes, you may. No, you may not.
2. Answer the questions: Yes, you may. No, you may not.
Tail to head
1. Student A thinks of a word and says it;
2. Student B has to find a word beginning with the last sound of Student A's word, e.g. edge - join -noisy - evil - look - catch - cheese.
2. Student B has to find a word beginning with the last sound of Student A's word, e.g. edge - join -noisy - evil - look - catch - cheese.
Retelling
1. Divide the class in two teams. Two students from each team are judges. They get lists with a story and go to another team.
2. All the members of the teams except for one student from each leave the classroom.
3. The judges tell the story to those two who stayed in the classroom.
4. These students try to remember the story and retell it to those two who are invited from the corridor, and so on until all members are in the classroom. The judges must note the mistakes and missing parts of the story while students are retelling.
5. Then judges announce the results of the competition.
2. All the members of the teams except for one student from each leave the classroom.
3. The judges tell the story to those two who stayed in the classroom.
4. These students try to remember the story and retell it to those two who are invited from the corridor, and so on until all members are in the classroom. The judges must note the mistakes and missing parts of the story while students are retelling.
5. Then judges announce the results of the competition.
Hidden sentence
1. The class is divided in two teams. Each team sends a representative to sit in front of the class.
2. Each of them gets a card with a sentence. Teacher presents a topic. Players start a conversation. They must use their sentences for nobody to notice them in their speech.
3. When teams think they recognize the sentences they shout stop.
4. Each time the team is right, it scores a point.
2. Each of them gets a card with a sentence. Teacher presents a topic. Players start a conversation. They must use their sentences for nobody to notice them in their speech.
3. When teams think they recognize the sentences they shout stop.
4. Each time the team is right, it scores a point.
I say, you said, he said
1. The students work in groups of three. One person (A) tells about an incident in his or her life (a recent event, or a particularly interesting memory). The second person (B) listens carefully, taking notes if necessary.
2. When A has finished, B has to retell the story as accurately as possible. When B has finished, it is the turn of C to correct any errors of fact or omissions which B may have made. Each person (A, B, and C) has a turn in each role.
2. When A has finished, B has to retell the story as accurately as possible. When B has finished, it is the turn of C to correct any errors of fact or omissions which B may have made. Each person (A, B, and C) has a turn in each role.
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