This document provides instructions for 30 learning games that can be used in an English language classroom. It includes games that can be used to practice vocabulary, spelling, listening skills, speaking skills, and reviewing grammar structures. Some of the games described are Bad Fruit (a shopping vocabulary game), What's the Question? (a listening game to review question forms), and Taboo (a speaking game where students try to get their partner to guess a word without using related words). The games vary in their level from easy to difficult and provide options to make most of the games adaptable to different student ability levels.
This document provides summaries of 21 educational games. The games can be used to practice a variety of skills including vocabulary, conversations, time telling, and more. Some of the games involve movement like relay races, while others are more sedentary focusing on concentration and memory. Most games can be adapted to target different skills and ability levels. The games provide fun and engaging ways for students to practice and reinforce learning.
50 ways to use a blank piece of paper in the english language classroomDavid Deubelbeiss
This document provides 50 ways to use a blank piece of paper in an English language classroom. Some examples include making greeting cards, whiteboards, origami, drawings, maps, surveys, posters, games like bingo and pictionary, storytelling, journaling, timelines, and designing schedules. The blank paper allows students to be creative, communicate with each other, and practice a variety of English language skills.
Give your students a very interesting and meaningful reason of bringing their own dictionary in class. Try facilitating this non-conventional dictionary drill. It’s so fun and engaging! This group game allows students to work collaboratively by hunting words from their own dictionary the quickest and exact as they can. To play, it is highly recommended to use common copy of Oxford Dictionary. This can also be used as an enhancer activity to a vocabulary or part of speech lesson.
This document provides descriptions of various classroom activities that target different language skills. Some of the activities described include:
1) Students mingle without being able to say "yes" or "no", and the last one standing wins. Another activity involves students designing coats of arms with information about themselves.
2) A classic game of swapping seats called "fruit salad" where students change places based on a given prompt. Another involves students discussing topics in concentric circles with new partners.
3) Role plays where students prepare sentence starters for different locations and find partners to continue the conversation. Guessing games where students ask yes/no questions to determine locations or jobs.
4) Vocabulary games like
This lesson plan outlines a series of activities to teach students about car accidents. It includes warm-up activities, vocabulary lessons, grammar explanations and practice, listening comprehension activities using conversations about accidents, and opportunities for students to create their own conversations. The plan provides guidance on using the board, modeling language, and giving feedback to support student production.
This unit introduces clothing vocabulary. Students learn to describe clothes and ask about prices. A conversation has two friends discussing shoes - their color, cost, and sale price. Grammar focuses on the present continuous tense and possessive adjectives and pronouns. Students practice identifying whose clothing items belong to whom. The unit concludes with a phonics lesson on the short 'o' sound and a summary of the unit's key grammar points.
Coordinate Adjectives Lesson Plan updatedCarissa Faulk
This lesson plan is for a 7th grade English/Language Arts class and focuses on teaching students about proper punctuation of coordinate adjectives. The lesson will begin with an anticipatory set to review what adjectives are. Students will then participate in directed instruction where the teacher will introduce and explain coordinate adjectives and how to identify them. Next, students will engage in guided practice as a class to build "human sentences" and determine correct comma usage. Finally, students will work independently in groups to create their own sentences demonstrating their understanding before the teacher recaps the lesson. The goal is for students to learn to properly use commas to separate coordinate adjectives in writing.
Students will discuss their fears in this unit. Friends talk about common fears like heights, spiders, needles and describe why they have these fears. Students also role play conversations where they politely decline invitations using language to describe their fears. They play a board game to discuss how afraid they are of different things on a scale and compare results to see who is the biggest "scaredy cat".
This document provides summaries of 21 educational games. The games can be used to practice a variety of skills including vocabulary, conversations, time telling, and more. Some of the games involve movement like relay races, while others are more sedentary focusing on concentration and memory. Most games can be adapted to target different skills and ability levels. The games provide fun and engaging ways for students to practice and reinforce learning.
50 ways to use a blank piece of paper in the english language classroomDavid Deubelbeiss
This document provides 50 ways to use a blank piece of paper in an English language classroom. Some examples include making greeting cards, whiteboards, origami, drawings, maps, surveys, posters, games like bingo and pictionary, storytelling, journaling, timelines, and designing schedules. The blank paper allows students to be creative, communicate with each other, and practice a variety of English language skills.
Give your students a very interesting and meaningful reason of bringing their own dictionary in class. Try facilitating this non-conventional dictionary drill. It’s so fun and engaging! This group game allows students to work collaboratively by hunting words from their own dictionary the quickest and exact as they can. To play, it is highly recommended to use common copy of Oxford Dictionary. This can also be used as an enhancer activity to a vocabulary or part of speech lesson.
This document provides descriptions of various classroom activities that target different language skills. Some of the activities described include:
1) Students mingle without being able to say "yes" or "no", and the last one standing wins. Another activity involves students designing coats of arms with information about themselves.
2) A classic game of swapping seats called "fruit salad" where students change places based on a given prompt. Another involves students discussing topics in concentric circles with new partners.
3) Role plays where students prepare sentence starters for different locations and find partners to continue the conversation. Guessing games where students ask yes/no questions to determine locations or jobs.
4) Vocabulary games like
This lesson plan outlines a series of activities to teach students about car accidents. It includes warm-up activities, vocabulary lessons, grammar explanations and practice, listening comprehension activities using conversations about accidents, and opportunities for students to create their own conversations. The plan provides guidance on using the board, modeling language, and giving feedback to support student production.
This unit introduces clothing vocabulary. Students learn to describe clothes and ask about prices. A conversation has two friends discussing shoes - their color, cost, and sale price. Grammar focuses on the present continuous tense and possessive adjectives and pronouns. Students practice identifying whose clothing items belong to whom. The unit concludes with a phonics lesson on the short 'o' sound and a summary of the unit's key grammar points.
Coordinate Adjectives Lesson Plan updatedCarissa Faulk
This lesson plan is for a 7th grade English/Language Arts class and focuses on teaching students about proper punctuation of coordinate adjectives. The lesson will begin with an anticipatory set to review what adjectives are. Students will then participate in directed instruction where the teacher will introduce and explain coordinate adjectives and how to identify them. Next, students will engage in guided practice as a class to build "human sentences" and determine correct comma usage. Finally, students will work independently in groups to create their own sentences demonstrating their understanding before the teacher recaps the lesson. The goal is for students to learn to properly use commas to separate coordinate adjectives in writing.
Students will discuss their fears in this unit. Friends talk about common fears like heights, spiders, needles and describe why they have these fears. Students also role play conversations where they politely decline invitations using language to describe their fears. They play a board game to discuss how afraid they are of different things on a scale and compare results to see who is the biggest "scaredy cat".
The document provides procedures for teaching narrative writing using contextual teaching and learning. It involves a 3-step process:
1. Pre-writing where the teacher asks questions to introduce the topic, shows pictures to spark ideas, and models the generic structure of narratives.
2. Writing where students work in groups to arrange picture sequences, discuss main ideas, and write draft narratives based on the plots.
3. Re-writing where the teacher provides feedback and asks students to improve their writing by revising for errors in grammar, vocabulary, content and form.
This document provides a summary of 7 units covered in an English reflection essay. It summarizes the key lessons and activities from each unit, including discussions of living abroad, complaints, social/environmental issues, and lifelong learning. Grammar topics covered include noun phrases with relative clauses, past participles, gerunds, infinitives, and modal verbs like "would rather" and "would prefer." Main activities included role-plays, conversations, reading comprehension exercises, and writing assignments like letters and reflections. The document was written by a student and reviewed by their English teacher at the Institute of Technology of Cambodia.
This lesson plan outlines activities to teach students about holidays and traditions around the world. It begins with a warm up activity where students brainstorm in groups. Next, students review vocabulary, discuss traditions they know, and listen to conversations describing holidays. They practice grammar around subject relative pronouns. The lesson concludes with students creating new conversations using the vocabulary and grammar covered, and acting them out. The objective is for students to be able to discuss holidays and traditions from different places.
Reading: Amazing facts, All kinds of Robots, As Big as the Sun, Listening: Bi...Mavict Obar
This document provides the weekly lesson plan for a grade 3 class from April 23-27, 2017. The plan includes daily objectives and activities focused on vocabulary, reading passages about robots and pizza, listening comprehension, speaking practice, and writing assignments. Potential problems like behavior issues and difficulty with tasks are identified along with solutions. Materials needed each day include books, worksheets, and technology. New vocabulary words are introduced and reviewed throughout the week.
This document provides descriptions of 36 different classroom activities for teaching English. The activities cover a range of language focuses including vocabulary, grammar structures, speaking and listening skills. Some key activities include: matching pictures to numbers to practice adjectives, clothes and colors; feeling jars to act out and guess feelings; ready-made pictures to describe daily activities; and taste teaching to learn fruits and vegetables using senses. The activities suggest ways to make English learning engaging and interactive for students.
1) The lesson plan summarizes three English lessons on the topic of writers and writing.
2) The lessons include warm-up activities to activate prior knowledge, tasks to develop reading, listening and writing skills using the textbook and additional materials, and assessments of student learning.
3) The tasks involve identifying types of writing, reading about writers, using relative pronouns in sentences, and describing pictures with relative clauses.
The document summarizes activities performed with an English club at a university in Slavyansk, Ukraine. It provides details of weekly meetings, including warm-up activities, main activities, and other business. A variety of games and exercises were used focused on speaking English, including role plays, debates, Taboo, Scrabble, Mad Libs, and discussing holidays and traditions. Meetings were typically held once a week for an hour and included icebreakers, group activities, and opportunities for feedback.
This document provides a lesson plan for an English class. The lesson's objectives are to ask and answer questions about where someone lives using sentences like "Where do you live?" and "I live at/on...". The lesson plan outlines warm-up activities, new vocabulary to introduce, procedures for repetition and drilling sentences, listening activities to practice the target language, and a summary.
This document provides teaching notes and materials for an English lesson for absolute beginners. The 90-minute lesson introduces common greetings, asking for and giving names, the alphabet, basic classroom objects, and numbers 1-5. Exercises include matching names to labels, filling in dialogues, matching objects to pictures and words, tracing and counting numbers. Gestures are encouraged to aid understanding when spoken words are difficult. An interpreter's role is outlined to help explain tasks to students before and after class.
This lesson plan is for a 3rd year English class with 14 students focusing on good design. The class will begin with a 30 minute review of concepts like colors, shapes, sizes and prepositions of place. Students will then take an end of unit exam evaluating these topics. During the class, students will play a Picasso drawing game in pairs to review exam content. They will then take the 50 minute exam while the teacher monitors and helps students.
This document outlines a proposed curriculum for a spelling course for 10th grade students in Nizwa Secondary School. It includes a needs analysis showing students have difficulty with spelling skills. The course aims to improve spelling abilities through strategies like looking-thinking-covering-writing words. It is scheduled over 15 weeks and includes vocabulary lists, dictation quizzes, writing assignments, and games. Assessment includes dictation tests, writing tests, a reading test, and a final exam. Upon completion, students will reflect on their learning and the course's effectiveness.
Teachers have several options for reviewing vocabulary with students in an engaging way. Some of these include 25,000 Pyramid, where students work in pairs to identify vocabulary words on a pyramid-shaped game board for points; BINGO, where students mark vocabulary words on their board as the teacher calls out definitions; and crossword puzzles using vocabulary terms and clues based on definitions. Other review games mentioned are Memory, where students match terms and definitions; Password, where one student gives one-word clues for their partner to guess the term; and Pictionary, where students draw terms for their team to identify.
The document describes 10 pronunciation games and activities: 1) A pronunciation questionnaire, 2) A phoneme board race where students race to write words, 3) Another phoneme board race with teamwork, 4) A tongue twister chain game passed around a circle, 5) Connected speech dictation, 6) Phonemic bingo to identify sounds, 7) A phonetic concentration matching game, 8) A homophone snap game with picture cards, 9) A run to the wall game to recognize phonemes, and 10) The use of mirrors to help students see their mouth positions for sounds. The games aim to improve students' pronunciation through listening, speaking, and recognizing different sounds in words.
This document provides an instructional plan for a 1-hour English lesson on sensory imagery for 9th grade students. The lesson will develop students' understanding of imagery through visualization activities like reading passages and identifying sensory details that help create mental images. Students will be grouped to discuss facts, problems, benefits, feelings, and consequences of learning about imagery. They will classify words by sense, visualize story events, and critique each other's generalizations about the topic. The goal is to improve reading skills and encourage appreciation of imagery in texts.
This document discusses various classroom management techniques for teachers with sections on student and teacher talking time, using students' native language, dealing with mixed-ability classes, large class sizes, and assigning homework. It provides examples of seating arrangements, grouping students, and actions teachers can take regarding issues like students not doing homework or constantly speaking their native language in class. Overall, the document offers advice and strategies for teachers to effectively manage their classroom and engage all students.
This document provides instructions for several vocabulary games that can be played in an English language classroom. It begins with a preface dedicating the book of games to English teachers. Then, 12 games are described in detail, including the skills targeted, level appropriateness, required materials, and instructions. The games provide engaging ways for students to practice vocabulary through activities like tongue twisters, dice games, running dictation, and Pictionary.
The document contains a list of over 50 games and activities for teaching English vocabulary, structures, listening, writing, stories and classroom management. It groups the games by their purpose such as warm-up games to present vocabulary, practice vocabulary, create a good atmosphere, practice structures, listening games, writing games, story games and vocabulary games. Each entry provides a brief description of how to play the game. Examples of warm-up games to present vocabulary include Key Hole, Learn 5 New Words, Backwards and Forwards. Games to practice vocabulary involve acting out words, drawing pictures, musical chairs and hot seat where students try to guess a word on their teammate's head.
This document provides a list of over 50 warm-up and review games that can be used to present, practice, and reinforce vocabulary in an English language classroom. Some example games described include Key Hole, where students see part of a picture through a keyhole and guess what it is, Learn 5 New Words where students take turns saying 5 new vocabulary words together to memorize them, and musical chairs where flashcards are placed in the middle and students review the words when they are eliminated. The games target a variety of skills like listening, speaking, writing and are adaptable for different vocabulary topics, levels, and class sizes.
This document provides descriptions of several vocabulary mini-games that can be used to review words in a fun and engaging way. The games require minimal preparation and are designed to be played in short bursts. They include: Simple List, where teams list as many words as they can remember; Conversation Competition, where students use vocabulary words in a conversation with a partner; Erase a Word, where teams take turns erasing words from the board; and Vocab Shot, where answering questions correctly earns a chance to make a basket. The document suggests ways to modify the games for English language learners and students with special needs.
This document describes an irregular verbs game that can be played to help students learn and review irregular verbs in English. The game involves students being split into groups, with each group choosing 15 irregular verbs to write down in an incomplete form (leaving out one part of speech) for the other groups to identify. The lists are then written on the board for other groups to complete within a time limit. The group that correctly fills in the most verbs is the winner. Playing the game engages students in a fun competition to review irregular verb forms and helps commit them to memory.
The document provides procedures for teaching narrative writing using contextual teaching and learning. It involves a 3-step process:
1. Pre-writing where the teacher asks questions to introduce the topic, shows pictures to spark ideas, and models the generic structure of narratives.
2. Writing where students work in groups to arrange picture sequences, discuss main ideas, and write draft narratives based on the plots.
3. Re-writing where the teacher provides feedback and asks students to improve their writing by revising for errors in grammar, vocabulary, content and form.
This document provides a summary of 7 units covered in an English reflection essay. It summarizes the key lessons and activities from each unit, including discussions of living abroad, complaints, social/environmental issues, and lifelong learning. Grammar topics covered include noun phrases with relative clauses, past participles, gerunds, infinitives, and modal verbs like "would rather" and "would prefer." Main activities included role-plays, conversations, reading comprehension exercises, and writing assignments like letters and reflections. The document was written by a student and reviewed by their English teacher at the Institute of Technology of Cambodia.
This lesson plan outlines activities to teach students about holidays and traditions around the world. It begins with a warm up activity where students brainstorm in groups. Next, students review vocabulary, discuss traditions they know, and listen to conversations describing holidays. They practice grammar around subject relative pronouns. The lesson concludes with students creating new conversations using the vocabulary and grammar covered, and acting them out. The objective is for students to be able to discuss holidays and traditions from different places.
Reading: Amazing facts, All kinds of Robots, As Big as the Sun, Listening: Bi...Mavict Obar
This document provides the weekly lesson plan for a grade 3 class from April 23-27, 2017. The plan includes daily objectives and activities focused on vocabulary, reading passages about robots and pizza, listening comprehension, speaking practice, and writing assignments. Potential problems like behavior issues and difficulty with tasks are identified along with solutions. Materials needed each day include books, worksheets, and technology. New vocabulary words are introduced and reviewed throughout the week.
This document provides descriptions of 36 different classroom activities for teaching English. The activities cover a range of language focuses including vocabulary, grammar structures, speaking and listening skills. Some key activities include: matching pictures to numbers to practice adjectives, clothes and colors; feeling jars to act out and guess feelings; ready-made pictures to describe daily activities; and taste teaching to learn fruits and vegetables using senses. The activities suggest ways to make English learning engaging and interactive for students.
1) The lesson plan summarizes three English lessons on the topic of writers and writing.
2) The lessons include warm-up activities to activate prior knowledge, tasks to develop reading, listening and writing skills using the textbook and additional materials, and assessments of student learning.
3) The tasks involve identifying types of writing, reading about writers, using relative pronouns in sentences, and describing pictures with relative clauses.
The document summarizes activities performed with an English club at a university in Slavyansk, Ukraine. It provides details of weekly meetings, including warm-up activities, main activities, and other business. A variety of games and exercises were used focused on speaking English, including role plays, debates, Taboo, Scrabble, Mad Libs, and discussing holidays and traditions. Meetings were typically held once a week for an hour and included icebreakers, group activities, and opportunities for feedback.
This document provides a lesson plan for an English class. The lesson's objectives are to ask and answer questions about where someone lives using sentences like "Where do you live?" and "I live at/on...". The lesson plan outlines warm-up activities, new vocabulary to introduce, procedures for repetition and drilling sentences, listening activities to practice the target language, and a summary.
This document provides teaching notes and materials for an English lesson for absolute beginners. The 90-minute lesson introduces common greetings, asking for and giving names, the alphabet, basic classroom objects, and numbers 1-5. Exercises include matching names to labels, filling in dialogues, matching objects to pictures and words, tracing and counting numbers. Gestures are encouraged to aid understanding when spoken words are difficult. An interpreter's role is outlined to help explain tasks to students before and after class.
This lesson plan is for a 3rd year English class with 14 students focusing on good design. The class will begin with a 30 minute review of concepts like colors, shapes, sizes and prepositions of place. Students will then take an end of unit exam evaluating these topics. During the class, students will play a Picasso drawing game in pairs to review exam content. They will then take the 50 minute exam while the teacher monitors and helps students.
This document outlines a proposed curriculum for a spelling course for 10th grade students in Nizwa Secondary School. It includes a needs analysis showing students have difficulty with spelling skills. The course aims to improve spelling abilities through strategies like looking-thinking-covering-writing words. It is scheduled over 15 weeks and includes vocabulary lists, dictation quizzes, writing assignments, and games. Assessment includes dictation tests, writing tests, a reading test, and a final exam. Upon completion, students will reflect on their learning and the course's effectiveness.
Teachers have several options for reviewing vocabulary with students in an engaging way. Some of these include 25,000 Pyramid, where students work in pairs to identify vocabulary words on a pyramid-shaped game board for points; BINGO, where students mark vocabulary words on their board as the teacher calls out definitions; and crossword puzzles using vocabulary terms and clues based on definitions. Other review games mentioned are Memory, where students match terms and definitions; Password, where one student gives one-word clues for their partner to guess the term; and Pictionary, where students draw terms for their team to identify.
The document describes 10 pronunciation games and activities: 1) A pronunciation questionnaire, 2) A phoneme board race where students race to write words, 3) Another phoneme board race with teamwork, 4) A tongue twister chain game passed around a circle, 5) Connected speech dictation, 6) Phonemic bingo to identify sounds, 7) A phonetic concentration matching game, 8) A homophone snap game with picture cards, 9) A run to the wall game to recognize phonemes, and 10) The use of mirrors to help students see their mouth positions for sounds. The games aim to improve students' pronunciation through listening, speaking, and recognizing different sounds in words.
This document provides an instructional plan for a 1-hour English lesson on sensory imagery for 9th grade students. The lesson will develop students' understanding of imagery through visualization activities like reading passages and identifying sensory details that help create mental images. Students will be grouped to discuss facts, problems, benefits, feelings, and consequences of learning about imagery. They will classify words by sense, visualize story events, and critique each other's generalizations about the topic. The goal is to improve reading skills and encourage appreciation of imagery in texts.
This document discusses various classroom management techniques for teachers with sections on student and teacher talking time, using students' native language, dealing with mixed-ability classes, large class sizes, and assigning homework. It provides examples of seating arrangements, grouping students, and actions teachers can take regarding issues like students not doing homework or constantly speaking their native language in class. Overall, the document offers advice and strategies for teachers to effectively manage their classroom and engage all students.
This document provides instructions for several vocabulary games that can be played in an English language classroom. It begins with a preface dedicating the book of games to English teachers. Then, 12 games are described in detail, including the skills targeted, level appropriateness, required materials, and instructions. The games provide engaging ways for students to practice vocabulary through activities like tongue twisters, dice games, running dictation, and Pictionary.
The document contains a list of over 50 games and activities for teaching English vocabulary, structures, listening, writing, stories and classroom management. It groups the games by their purpose such as warm-up games to present vocabulary, practice vocabulary, create a good atmosphere, practice structures, listening games, writing games, story games and vocabulary games. Each entry provides a brief description of how to play the game. Examples of warm-up games to present vocabulary include Key Hole, Learn 5 New Words, Backwards and Forwards. Games to practice vocabulary involve acting out words, drawing pictures, musical chairs and hot seat where students try to guess a word on their teammate's head.
This document provides a list of over 50 warm-up and review games that can be used to present, practice, and reinforce vocabulary in an English language classroom. Some example games described include Key Hole, where students see part of a picture through a keyhole and guess what it is, Learn 5 New Words where students take turns saying 5 new vocabulary words together to memorize them, and musical chairs where flashcards are placed in the middle and students review the words when they are eliminated. The games target a variety of skills like listening, speaking, writing and are adaptable for different vocabulary topics, levels, and class sizes.
This document provides descriptions of several vocabulary mini-games that can be used to review words in a fun and engaging way. The games require minimal preparation and are designed to be played in short bursts. They include: Simple List, where teams list as many words as they can remember; Conversation Competition, where students use vocabulary words in a conversation with a partner; Erase a Word, where teams take turns erasing words from the board; and Vocab Shot, where answering questions correctly earns a chance to make a basket. The document suggests ways to modify the games for English language learners and students with special needs.
This document describes an irregular verbs game that can be played to help students learn and review irregular verbs in English. The game involves students being split into groups, with each group choosing 15 irregular verbs to write down in an incomplete form (leaving out one part of speech) for the other groups to identify. The lists are then written on the board for other groups to complete within a time limit. The group that correctly fills in the most verbs is the winner. Playing the game engages students in a fun competition to review irregular verb forms and helps commit them to memory.
This document provides descriptions of several warm-up activities and games that can be used in an English language classroom. Some of the activities described include having students write facts about a topic in groups, finding adjectives that correspond to the letters in their name, listing unconventional uses for a potato, guessing examples that are the "odd one out", naming items that meet certain criteria, and playing review games like SOS and vocabulary bingo using student teams. The activities are meant to be engaging ways to start class, review material, and get students interacting with each other in English.
Buckingham Uni PGCE Feb 2017 Purposeful gamesSteve Smith
This document provides descriptions of several language games that can be used in the classroom to help students practice vocabulary, grammar structures, listening skills and more in an engaging and motivating way. Some of the games summarized include Battleships with a twist where students practice verb conjugations, Mental Maths Bingo where students solve math problems to find numbers on their bingo card, and Silly Story-Writing where students collaborate to write a silly story incorporating random words in the target language. The games aim to make language practice more fun while still achieving learning goals.
This document outlines a lesson plan to teach parts of the human body vocabulary. It includes word games, a song about skeletons, describing faces, creating monsters, and a project on healthy lifestyles. Younger students will color a clown face and complete a song worksheet for homework, while older students survey classmates on health habits and make bar charts of the results. The lesson aims to develop vocabulary and structure for describing the body through interactive games and activities.
Activities and games for warming up studentsBrandon Torres
The document lists 37 warm up activities that can be used by Globalcom's teachers, including:
1) Acrostic and word games to build vocabulary.
2) Memory, guessing, and sequencing games to engage students mentally.
3) Relay races and games involving movement to energize students physically.
The games can be played individually or in small groups to make class more interactive and fun. A variety of materials like boards, papers, and balls are required to play the games.
Sparkle is a warm up activity where students spell out words by saying each letter in turn. If a student misspells a letter, they must sit down. The activity continues with new words until only one student remains standing.
The Chief is an activity where one student is selected as the "chief" and must try to identify classmates touching their back with their eyes closed. It focuses on concentration and frustration tolerance.
Expressive Body has students act out animal movements without sounds to find their partner with the same animal written on a small paper. This encourages animation in class.
This document provides descriptions of 42 different classroom games that can be used to teach English vocabulary, letters, numbers, colors and other concepts to students. Many of the games involve movement, team competitions, answering questions to earn points or prizes, acting out vocabulary words, and recalling information. The games aim to make learning engaging and fun for students through an interactive, physical approach.
The document provides descriptions of 12 games that can be used in an English language classroom with young learners. The games aim to develop a variety of English skills such as vocabulary, grammar, listening, and speaking. They include games like "Against the Clock" which reviews vocabulary through timed description, "Alpha Toss" which combines letter sounds to form words, and "Close Your Eyes!" which practices describing physical appearance through questions. Set up, materials, level, time, and aim are outlined for each game.
This document provides examples of games and activities that can be used in EFL classrooms. It discusses using games and activities to help students practice language in a fun way. Some warm-up activities described include Mystery Object, Similarities, and Mystery Identities. Structured activities given include Changing Sentences, Sentence Starters, Pulling up a Sentence, and What has Just Happened? The document also provides references and lists of websites for additional EFL teaching resources and games.
YLE Activities in English Teaching and the EducationThuMonSan
This document provides activities for English language learners at different levels to practice vocabulary and language skills. It describes a "Stepping Stones" game where students match pictures to words by stepping on picture cards on the floor. It also includes drawing activities where students draw pictures from their lessons and use them to ask and answer questions, follow commands, or create odd-one-out activities. Suggestions are given for adapting the activities for different ages and skill levels.
The document discusses 10 board games that can be used by EFL teachers in the classroom to make language learning more engaging. Some of the games described include hot seat/back to the board where students define words written on the board without looking, hangman using words, phrases or phonemic symbols, countdown where students make words from random letters, and bingo using recently learned vocabulary words. Other games include board races for spelling practice, pictionary to draw vocabulary words, blockbusters and word/sentence jumbles to practice rearranging letters and grammar. The document advocates for using games to promote student interaction and autonomy.
This document provides descriptions of 27 different English games that can be played with students to teach the alphabet and English vocabulary in a fun way. The games include activities like alphabet relay races, guessing games using flashcards, musical chairs with vocabulary words, and more. The games can be used to review letters, words for objects, actions, colors, and other common vocabulary topics.
This document provides a list of potential non-subject games and activities that can be used during break times, lunchtimes, or inserted into lessons. It includes suggestions such as using magic tricks, having student show-and-tell sessions, keeping an "assorted activities box" with interesting items, and using various drilling techniques like catchball drilling. Additionally, it outlines many review games that can be played on the whiteboard like blackboard races and relays to reinforce vocabulary and concepts from lessons.
Class room activities general reg classKerry Allen
The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.
The document outlines a presentation on effective vocabulary activities and games. It discusses Robert Marzano's 6-step process for teaching new vocabulary terms which includes providing definitions, having students restate in their own words, creating representations, adding to term notebooks, discussing terms, and playing vocabulary games. Several vocabulary games are then described in detail that teachers can use to reinforce lessons, including charades, category creation, word harvest, opposites attract, and more. The objectives are to learn Marzano's process, discuss current teaching methods, practice sample activities, and implement 1-3 new activities in the upcoming school year.
Similar to 30 learning games list by:vicky gomez (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. 30 Learning games list
1. Bad Fruit: A Shoppers' Nightmare
2. What's the Question?
3. Toilet Paper Icebreaker
4. Chain Spelling (Shiri-tori)
5. Bang Bang - A Vocabulary Game
6. Battle Ships - A Vocabulary Game
7. Describing Appearances & Characteristics of People
8. Sentence Race
9. Pictionary / Charades
10. Paper Airplane Game
11. Spelling Contest
12. What's the Meaning?
13. Catching up on your ABC's
14. Secret Code
16. Classroom Rules: Must and Mustn't
17. Digital Camera Scavenger Hunt
18. Beep Game
19. Taboo
20. Words Beginning with a Given Letter
21.Counting Liar Game
22. Vacation Cards
23. Headmaster Game
24. Can You Find What Is Different?
25. Guess the Letter on Your Back
26. Fold-over Stories
27. Descriptions
28.Reviewing Tenses
29.Find Parts of Speech of Words in a Sentence
30.Think Fast
3. Bad Fruit: A Shoppers' Nightmare
Level: Easy to Medium
This is an oral communication activity appropriate for EFL learners in elementary/primary school. (It's optimal for grades 3-6). This game is
designed for practicing "shopping" dialogues and vocabulary.
Materials: "produce" and play money.
Object of Game: To accumulate as many products as possible.
Students are divided into clerks and shoppers.
The clerks set up "stands" to allow easy access for all shoppers (e.g. around the outsides of the room with their backs to the wall).
The shoppers are given a set amount of money* (e.g. dollars, euros, pounds, etc.) and begin at a stand where there is an open space.
Students shop, trying to accumulate as many items as possible (each item is 1 unit of currency).
Periodically, the instructor will say "stop" (a bell or other device may be needed to attract attention in some cultural and classroom
contexts) and call out a name of one of the products. Students with that product must then put ALL their products in a basket at the front of
the room. The remaining students continue shopping. Students who had to dump their products must begin again from scratch (with fewer
units of currency).
The student with the most products at the end wins.
Students then switch roles.
*It is recommended giving students as much money as possible since students who run out can no longer participate.
Alternative play for more advanced students: Clerks set the price of items. Shoppers have the option of negotiating the price. There are two
winners in this version: The shopper who accumulates the most products and the clerk who makes the most money.
4. What's the Question?
Level: Any Level
Type of Activity: listening and speaking
Purpose: review question forms previously studied in class
Procedure:
Form two teams (three will work, but two seems to add just the right amount of competitive
tension).
Explain the game, with a few examples of answers in search of questions. Ask, 'What's the
question?', and get students to correctly say the corresponding questions for your answer.
5. Toilet Paper Icebreaker
Level: Any Level
This activity is used as a "getting to know you", icebreaker on the first day of class.
Teacher takes the toilet paper roll and takes several squares of toilet paper, then hands the
roll of toilet paper to a student. The teacher tells the student to take some, more than three.
After everybody in the class has some paper, we count the squares we have, then we have
to tell that many things about ourselves, in English.
This activity works well with substitute teachers also.
The toilet paper is such an attention getter.
6. Chain Spelling (Shiri-tori)
Level: Easy to Medium
The teacher gives a word and asks a student to spell it, and then a second student should
say a word beginning with the last letter of the word given. The game continues until
someone makes a mistake, that is, to pronounce the word incorrectly, misspell it or come up
with a word that has been said already, then he/she is out. The last one remaining in the
game is the winner.
This game can be made difficult by limiting the words to a certain category, e.g.. food, tools,
or nouns, verbs, etc.
7. Bang Bang - A Vocabulary Game
Level: Easy
Divide the group into two teams. Explain that they are cowboys and they are involved in a
duel. One student from each team comes to the front. Get them to pretend to draw their
pistols. Say "how do you say..." and a word in their mother tongue. The first child to give the
answer and then "bang bang", pretending to shoot his opponent is the winner. He remains
standing and the other one sits down. I give 1 point for the right answer and 5 extra points if
they manage to "kill" 4 opponents in a row.
Editor's Note: Instead of saying the word in the students' mother tongue, it would be possible
to use a picture or to say a definition ("What do you call the large gray animal with a long
nose?")
8. Battle Ships - A Vocabulary Game
Level: Easy to Medium
Preparation:
Divide the students in to groups of four or five. Then ask the student to make the name for their ships for example with
the names of animals, cities, movie stars or let them find their own favorite names.
Ask them to choose the Captain and the Shooter. The captain's duty is to memorize his ship's name, so he can reply if
somebody call his ship's name. The shooter's duty is to memorize the names of the ships of 'their enemies', so he can
shoot them by calling their ship's name.
Activity:
Arrange all the captains in a circle, the ships' crews must line up behind their captains. The shooter is the last crew
member in line.
The teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend their ships from the
attacks. Every students (except the shooters) must find their own words. The lexical area for example, "Four Legged
Animals". Give the students 1-2 minutes to find as many possible words as they can and memorize them.
Start the game by calling a ship's name, for example the ship name is "THE CALIFORNIAN". The captain of THE
CALIFORNIAN must reply with a word from the lexical area given, for example he says "TIGER" followed by his crews
behind him one by one, "COW"; "SHEEP" until it is the shooter turns and he calls out the name of another ship and the
captain of the ship called must reply and his crews must do the same thing. No word can be repeated.
If the captain is late to reply (more than 2 seconds) or his crew can not say the words or a word repeated or the shooter
shoots the wrong ship (his own ship or the ship that has already been sunk) the ship is sunk, and the crew members can
join the crew of another ship.
The teacher can change the lexical area for the next round.
In the last round there will be two big groups battling to be the winner.
9. Describing Appearances & Characteristics of People
Level: Easy to Medium (Low to low intermediate)
Each student is then give one sheet of paper. One student sits at the front of a room. He/she
describes a person and the rest of the class draws the person being described.
It is more interesting if the person being described is known by everyone. Once the student
has finished describing that person then he/she reveals who it is and each student shows
his/her drawing. The laughter from this is hilarious as the impressions tend to make the
character in question look funny.
It is a good idea to encourage students to ask the interviewee student questions about who
they are describing.
10. Sentence Race
Level: Any Level
A good game for large classes and for reviewing vocabulary lessons.
Prepare a list of review vocabulary words.
Write each word on two small pieces of paper. That means writing the word twice, once on
each paper.
Organize the pieces like bundles, 2 bundles, 2 sets of identical words.
Divide the class into 2 teams. get them to make creative team names.
Distribute each list of words to both teams. every student on each team should have a
paper. Both teams have the same words.
When you call a word, 2 students should stand up, one from each team. The students must
then run to the blackboard and race to write a sentence using their word.
The winner is the one with a correct and clearly written sentence.
This is always a hit with kids. For more advanced students, use tougher words.
11. Pictionary (Game 1) - revamp - Charades (Game 2)
Level: Any Level
Write out series of categories like professions (doctor, bus driver, etc.), animals, foods, actions
(fishing, haircut, etc.) then divide the class into groups of 2. One student draws and the other
guesses. Next turn, the guesser draws and drawer guesses. This game works best with the
arbitrary stop watch (30 seconds). This is designed for one lesson.
Then for another day take the same categories (or create new ones) and play the same
game except students, this time, act it out (no speaking or noises).
12. Paper Airplane Game
Level: Any Level
Draw a target (with points - like a dart board) on the white board or use a
cardboard box in the middle of the room. Then, students make paper
airplanes and launch them after they answer your question in the form of a
sentence. I don't except my beginners/low intermediate students to form
complete sentence so I help them to form correct sentences. To my surprise
they will repeat the sentence several times (while I'm helping them) just so
they can throw their airplane. For beginner and low intermediate classes, I
recommend formulating questions that lead to 1 or 2 types of answers. This
allows for better memorization. For example, use CAN/WILL questions and
write the beginning part of the answer on the board "I can/will...". I
recommend giving a prize to make the target points mean something, thus
peaking their interest.
13. Spelling Contest
Level: Any Level
First, if you have a large class you have to divide it in 2 teams. then the teacher says a word or a
sentence depending on the level for the students to spell. Students should spell these correctly with
not even one mistake. The team that has more points is the winner
14. What's the Meaning?
Level: Medium to Difficult
You, the teacher, may need a dictionary do this activity.
Choose a word which is long, difficult, and unknown to the students, a good word to begin with is:
warmonger.
Without using a dictionary, your students write down a definition. (They can work out the definition
in groups of three). Allow them a few minutes to think and write.
Collect the definitions and read them aloud.
When you have finished reading, they will have to vote which of those is the correct one. (It
doesn't matter if none of them is the correct one)
After they have voted and none of the groups guessed the meaning you read the correct one
aloud.
The idea of this game is to let students be creative and practice writing skills.
Then you can have the students to discuss their writings.
15. Catching up on your ABC's
Level: Any Level
This game is short and simple. Write the alphabet on the board. Throw a bean bag to someone and
say a word begining with the letter A. This person must catch the bean bag, say a word begining
with the letter B and then throw it to another person This third person says a word begining with the
leter C and so on.
Obviously the game is meant to be played fast. If played with higher level students you may not
want to write the alphabet on the board. There are many ways to change the game to make it
adaptable to your level of students.
16. Secret Code
Level: Any Level
I sometimes give instructions to my students written in code that they have to interpret before completing
tasks. I've used this at various levels:
Here's an example: to revise alphabet and simple present verbs/vocab.
Tell students the code e.g. each code letter represents the letter that comes before it in the alphabet a is
b, m is n, 'dbu' is cat etc.
Then they decode their message and do the task:
xbml up uif cpbse - walk to the board
kvnq ufo ujnft - jump ten times
To make it more difficult, I've ...
used more complex codes,
let them work the code out for themselves,
have not defined where words end,
have given more complicated tasks or vocabulary
or given them half an instruction which they must decode and then find the classmate with the other half
of their task information.
This activity can be used to review or practice vocabulary or structure or simply be a different way to
introduce the topic for the day's class -- each student gets one or two words to decode and then the
class work to put all the words together.
17. Crazy Story
Level: Any Level
This is an activity that will make your students speak in class and be creative.
Ask students to write a word on a piece of paper and tell them not to show anyone. This word
should be a verb (or whatever you'd like to rewiew).
The teacher starts telling a story, then stops and chooses a student.
That student will continue the story and must use his/her word. This student then chooses the next
student to continue the story.
The last student must end the story.
After the story is over, the students then try to guess what words each student has written on his/her
paper. The student who guesses the most words wins the game.
Submitted by: Luciana Pinheiro
18. Classroom Rules: Must and Mustn't
Level: Easy to Medium
Prepare small pieces of paper each with either one thing students must
do or one thing students must not do.
Tell the students that they are supposed to form sentences that explain
classroom rules.
Divide the class into groups (of 4 if possible, so that everyone gets a
chance to speak).
Give each group the pieces of paper.
The winning group, the group that finishes first, reads their sentences
aloud. (Each student of the group reads one or two sentences depends
on size of group.)
It's an easy game and the preparation does not take too much time.
You can make as many rules as you wish.
19. Digital Camera Scavenger Hunt
Level: Easy to Difficult
This game may require students to leave the classroom depending on how
you set it up.
Make a list of things students must take photos of. Then put your students into
teams, each with their own camera and have them go out and take the
photos. The team that comes back first with all the photos is the winner.
Some ideas for lists are:
bus, taxi, car, bicycle, etc.
restaurant, post office, mail box, traffic light, etc.
In the classroom: pencil, pen, eraser, blackboard, etc.
Around the school: principal's office, copy machine, cafeteria, etc.
For further review of vocabulary, have the students look at all the photos and
identify other things that appear in each photo.
20. Beep Game
Level: Easy to Medium
Choose around 10 volunteers to come and stand in a line at the front of the classroom. The first student
in line must begin counting from 1, and each student in turn calls out the next number. However, every
4th number must be replaced by the word "beep" (or buzz etc.). Following a "beep" the next student in
line must call out the next number, and not the number that has been replaced. For example, 1, 2, 3,
beep, 5, 6, 7, beep, 9 etc.
If a student hesitates too much or makes a mistake he/she must sit down, so eventually only one student
remains. Whenever a student sits down, begin from 1 again. See how far you can get!
21. Taboo
Level: Medium to Difficult
This game is a simplified version of the board game "Taboo".
Before class, create several index cards. On each card write one word in a large font with a circle
around it, and underneath write 2-4 related words in a smaller font. The goal is for students to get their
teammates to guess the circled word. They can say anything they like to try to make them guess,
except for the words written on the card.
Divide the class into groups of two, and write each group on the board to keep track of points. Place a
desk in the front of the room facing the class, so that someone sitting it has their back to the board and
can't read it. Place another desk in front of it, so the teammates are facing eachother.
Pick a team to go first, and have them choose a card. Have the teammates decide who will guess and
who will talk. The guesser sits with their back to the board. On the board, making sure the guesser can't
see, write the circled word as well as the other taboo words. The talker then has to try to make their
partner guess the circled word without saying it, or any of the other words. After they guess it have
another group come up. When all the groups have gone, do it again and have the teammates switch
roles.
My students really enjoy this game, so much so that they often give the guesser clues even when it is not
their team! It's a great way for students to practice forming sentences, and it forces them to use words
and structures they might otherwise not use.
22. Words Beginning with a Given Letter
Level: Medium to Difficult
The teacher chooses a letter from the alphabet. Then each student must say a word that begins
with that letter. If a student repeats a word that has already been said, then he/she is out of the
game. The game ends when only one student remains. That student is the winner. In high level
classes students lose if they say a past form of the verb. Example:see-saw. You can increase the
difficulty by adding a timer. Only allow each student 5 seconds to think of a word.
23. Counting Liar Game
Level: Any Level
This game is similar to the Alphabet Liar game except it deals with numbers and adding the "S" sound at
the end of plural nouns , all you need is a deck of cards.
Divide the students into groups of 4 to 6. Deal all the cards from the deck to the students. The player
who has the 2 of Spades begins. This player puts down his 2 of spades and any other 2 he has in his hand
FACE DOWN in a pile and procedes to say "one 2" or "two 2'ssss" then next player procedes to put down
his 3, then 4, then 5 etc...
Let's say the player doesn't have the card he is supposed to put down, for example a 3, the player must
try to "lie" or fool the other players into thinking he has the card so he can play... if other students have
any doubt they shout "liar" if the player was lying he then pick up the pile at the center of the table. If
the player who is accused of lying was telling the truth it is the player who accused him who must pick
up the pile in the center.
All players MUST put down a card when it is their turn, even if they do not have the required card. The
game is over when one of the players has no more cards.
I use this game to help practice the "s" sound at the end of plural nouns cause most students have a
tendancy to say "there are 2 dog" rather than "there are 2 dogssssss" this game really helps the message
get through. ***For better explanations see the alphabet liar game.***
24. Vacation Cards
Level: Medium to Difficult
For this activity you will need a deck of cards, and an imaginative theme that could be crafted into some sort of
story. For example, I choose "send the teacher on a vacation". On the board or overhead projector make a list like
the following. (You could ask your student for imput.)
A-exciting
2-depressing
3-expensive
4-heroic
5-romantic
6-fantastic
7-sad
8-almost fatal
9-cheap
10-dramatic
J-happy
Q-wierd
K-change one option
Prompt the students a little to get them started; perhaps offer a beginning to the story. They then must continue
making an oral story by drawing one card and continuing the story along those lines. For example, if they get 4, then
the teacher/protagonist must do something heroic or some kind of heroric event must occur. If the students draw a K
(or whatever card you stipulate), then they can change one option. This seems to help keep the momentum in the
game. Continue through all cards, with the stipulation that the story must be concluded by the end of the deck.
Obviously there is a lot of room for variation here. Your word list and theme could be related to your unit of study.
My students really enjoyed this game; it is most interesting if you personalize it and insert yourself or a student
(assuming he/she wouldn't mind).
25. Headmaster Game
Level: Medium to Difficult
Have each student take out a piece of paper and their dictionary. Write on the board:
You are the new headmaster of this school. You have two years to make this the perfect school. You can
have as much money as you want, but you must spend it all in 2 years.
What changes would you make immediately?
What changes must be gradual?
What would you do to make it a better school?
What changes would you make?
Be specific. For example, don't say hire better teachers. You must say how you would find better teachers
or what kind of teachers you would hire. Also, remember you must think like a headmaster, not like a
student! Making school easy and letting the students do no exams or homework will not make parents
happy!
Give the students 15 minutes to work alone. Then put them in groups of 3-5 with a leader to organize their
thoughts. Each group's leader will give its "report" to the other students during the following class period.
If your students have a small vocabulary you can help them out by listing on the blackboard areas of
discussion: teachers, buildings, classrooms, activities, dorms, lunchrooms,curriculum, sports, playground,
library, bathrooms,schedules,music, art,etc.
This is a great activity for all ages. We always run out of time!
26. Can You Find What Is Different?
LAsk a volunteer to go out of the classroom. While the student is out of the room, the other students
change their sweaters, shoes, coats and so on. Bring the student who went out of the classroom back
inside. He/she has to guess the differences (speaking evel: Easy
in English, of course.)
27. Guess the Letter on Your Back
Level: Easy
This game is used to practice the alphabet. Divide students into groups and ask them to stand in line
and give the students in the front of the line a piece of chalk to write on the blackboard. Then write
with your finger a letter on the back of the students at the end of the line. They must do the same
with the student in front of him/her and so on. The students with the chalk try to guess the letter and
write any word that begins with that letter on the board.
28. Fold-over Stories
Level: Any Level
This is an old favorite. Give each student a sheet of blank paper. Write the following words on the board
in a vertical line: WHO, WHAT, HOW, WHERE, WHEN, WHY. Explain that everyone will be writing a
sentence story. Write an example on the board, explain, asking for suggestions.
Tell them to write someone's name at the top of their paper, i.e., their own, a classmate's, the teacher's,
a famous person that everyone knows; fold the paper over once so no one can see it, then pass the
paper to the person on their right.
Write on the received paper what the subject did (suggest funny or outrageous actions), fold it over
and pass it on to the right.
Continue to write one line, how they did it (adverbs), fold and pass; where-pass; when-pass; and last of
all, why (because...) and pass it one more time.
Have the students unfold their stories, and read them silently. Help anyone who cannot read what the
others wrote, or doesn't understand.
Ask one student at a time to read "their" story aloud, or turn the stories in for the teacher to read. Funny!
29. Descriptions
Level: Medium
Write down names of every student in your class on pieces of paper.
Give the names to students. Try to make two students describe each other.
Ask them to describe the person whose name is on the paper.
After they finish, give the description to the person who is described. He/she has to find
any writing mistakes on the paper.
Students work in pairs to correct the two papers.
30. Reviewing Tenses
Level: Any Level
Preparation:
Print out three sentences (negative, positive, and question) of the tense you want to review.
Cut each sentence into words.
The Activity:
Students work in groups.
Give each group of students words of a sentence and ask them to make the sentence.
Draw a table on the board and ask students to tick sentences at suitable positiions, positive, negative, or
question.
Ask students to make rules of the tense.
Example:
Three Sentences:
I am a student.
I am not a student.
Are you a student?
The Rules:
TO BE at the present simple
I am a student.
Positive: S + am/is/are + O.
I am not a student.
Negative: S + am/is/are + not + O.
Are you a student?
Question: (Ques words) + am/ is /are + S + O?
31. Find Parts of Speech of Words in a Sentence
Level: Any Level
Prepaire cards with parts of speech. Give these to your students.
Write the sentences on the board.
Ask your studnets to find parts of speech of words in the sentences.
You can divide the class into teams to make the games more fun.
Example: Your sentence:
I WENT TO SCHOOL YESTERDAY.
pronoun verb preposition noun noun
32. Think Fast
Level: Any Level
A game for revision (review). It also works well for the last 5 minutes of class
The teacher prepares a list of items for revision e.g. word fields, grammar, facts. In class he/she explains
the procedure. Three to five volunteers leave the classroom and wait till their turn has come. The
teacher appoints a student to take the exact time and another to take down a tick for every correct
answer. No repetitions! (Set up or negotiate rules on pronunciation.) Then the first player is called in.
Teacher: You have 20 second to name as many things as come to your mind.
Your topic: Parts of the body / London sights / plays by William Shakespeare / the places in a town /
traffic signs / weekend shopping-list / etc.
Ready, steady, go
Once all volunteers have done their bit, award a small prize (e.g. a sticker) to the winner of the round.
Then ask the class for additions before you pick the next item. Then pick the next item.
Allow more time (30 or 40 seconds) for longer answers: What have you done so far today? / What did
you do last weekend? / School rules: What do students have to do? What are they not allowed to do?
/ etc.
If this game is played in groups, they should be evenly balanced.