Warm-Up and Vocabulary Games for ESL Students

INDEX
WARM-UP GAMES
To present Vocabulary
Key Hole
Learn 5 new words
Backwards and forwards
Right or Wrong? Right or Left?
Group mimes
Fruit Salad
La Chasse au Trésor
Missed One Out
True or False
Choices
Match Them Up
Flipping:
Run and touch or Flyswatters
Back writing (or Chinesse Whispers)
To practice Vocabulary
Acting
Picture Drawing
Noughts and Crosses with a twist (3 in a line)
Swap
Musical chairs
Quickpix
Mallet game
Spin the Bottle
Word Snakes
What's on my head?
Hot seat
Freeze game
Hop and say
Volleyball game
Categories
Against the clock
To create good atmosphere
Chef d’Orchestre
Puppet Conversation
Exersices
Knock-Knock or Can I come in please?
To practice Structures
Change places
Talking topics
My Answer is
Find Someone who

CLASS MANAGEMENT GAMES
Hands Up!
Silent Ball
LISTENING GAMES
Listening race (Listen, run and stick)
Rise or order the mini-storycards
Mime the story
Drawing dictations
Missed One Out
WRITING GAMES
Building bricks
Paired dictation
Running Dictation
Horse race dictation
Chain drawings
The Chat Room
In the teach
er´s shoes
STORY GAMES
One word stories
Writing consequences
Gobbledygook
Start and finish the story with
VOCABULARY GAMES
To present Vocabulary
Learn 5 New Words
Missed One Out
Flipping
True or False
Choices
Key Hole
Match Them Up
Group mimes
Fruit Salad
Syllables
Run and touch or Flyswatters game
Word Search (Prepare and do it)
To practice Vocabulary
Acting
Picture Drawing
Swap
Musical chairs
Quickpix
Mallet (mazo) game
Spin the Bottle
Word Snakes
What's on my head?
Hot seat
Freeze game
Hop and say
Volleyball game
Scrabble letters
Against the clock
Categories ......................................................................................................................

PLAYGROUND GAMES
TOPIC GAMES
The Alphabet
The alphabet
Colors
Color color
Traveling-COLORS
Buffalo Bill – COLORS
Spaceman – COLORS
People to People – BODY
King or Queen Up-NUMBERS
Bear Chase-NUMBERS
“Guess What it is”-NUMBERS
“EL PAÑUELITO”-NUMBERS
Cats and dogs – ANIMALS
Cats and dogs- ANIMALS
Red Lion - ANIMALS
Man From Mars-CLOTHES
My Ship is Carrying-VOCABULARY
Midnight – TELLING THE TIME
New Orleans or Traders-MIMING VOCABULARY
“El balón que quema” (Flashcards)
NOT TAGGING GAMES
“PIES QUIETOS”.
One Move Behind (Visual Game)
Red Light Green Light – Directions
Run Rabbit Run
Who has the object or where is the object
Who’s Missing
Mouse Trap (ratonera)
TAGGING GAMES
Astronaut
Fox Hunt
Blob Tag (Wolf Tag) (RELATIONSHIPS)
Stuck in the Mud (RELATIONSHIPS)
King Kong
Ocean is Stormy
Old Gray Cat
Rock, Paper, Scissors
PALMADAS CORRIDAS
EL COMECOCOS
COGE EL TREN
EL ELEFANTE RESFRIADO
¡QUE VIENE EL LOBO!
BATALLA DE SERPIENTES.
EL MONSTRUO DEL LAGO.
EL HOMBRE DEL SACO
EL CASTILLO ENCANTADO
ZORRO CAPTURA AL POLLITO

WARM-UP GAMES
To present vocabulary
Key Hole
A piece of paper with a keyhole or circle cut out of it. Children see part of a picture and
state which one they think it is.
Learn 5 New Words
1. Make groups of five and choose five words that are new to the students.
2. Assign a word to each student.
3. Go in order repeating the words.
4. Go until you have done 3 laps (each student will say each word three times).
5. E.G. Weather:
a. Student 1 → Rainy…
b. Student 2 → Rainy, cloudy…
c. Student 3 → Rainy, cloudy, sunny…
d. Student 4 → Rainy, cloudy, sunny, windy…
e. Student 5 → Rainy, cloudy, sunny, windy, stormy…
f. Student 1 again → Rainy, cloudy, sunny, windy, stormy, Rainy…
6. You’ll be surprised how well the students remember the new words!
Pupils repeat in sequence backwards or forwards as teacher goes backwards or forwar
This is a good activity for checking information for younger learners.
 Line up the class in a row facing you.
 Say a sentence and students have to decide if the sentence is right or wrong. For
example, ‘Today is Friday' or ‘Mateu is wearing a green jumper'.
 If the sentence is right students take a big step to the right. If iwrong, they to the left.
 When the students get the idea, one of them can make up the sentences.
 If you like, the last person to step, of the students who step the wrong way, can be
eliminated.
Group mimes
Divide the class into small groups. Give each group a word or a phrase to mime and
then shout ‘Go!’ (or put music) in whichever language you are teaching. The groups all
begin miming their word. After a few seconds, shout ‘Stop!’ (or stop the music) and
they all freeze. The other groups must guess which words / phrases were being mimed.

Fruit Salad
1. The students sit in a large circle.
2. Students are assigned an animal and its actions.
Example: Crocodile: snapping hands, tiger, roar.
3. The teacher calls out two animals and those animals run around the circle doing the
actions.
4. Last one back goes into the ‘zoo’ in the middle.
Send a child out of the room. Hide the item or flashcard. Child returns and class
chants the word / phrase getting louder the nearer the seeker moves to the hidden
object and quieter the farther away s/he is. Seeker must find it and say the word!
Missed One Out
Stick a series of pictures (flashcards) onto the board.
Repeat them all one after the other very quickly but miss one or two out.
Childre n identify which ones have be en ‘forgotten’. This supports listening skills.
Select a child to repeat the names in place of teacher.
True or False
Teacher gives a word/phrase and shows a picture. Children say, ‘true’ if they think it is
correct and ‘false’ if they think it is wrong.
Choices
Teacher gives two possible words / phrases and children select the one they think is
correct.
Match Them Up
Children match text flashcards and pictures ones together. (find partner)
Flipping:
Teacher flips card over quickly giving the class a mere glimpse of the picture.
Run and touch or Flyswatters (matamoscas) game
This game is good topractice and review any type of vocabulary. The teacher puts
flashcards in a circle on the floor or sticks them on the walls of the classroom. Then
the teacher makes a sentence using one of the words on the cards. Students have to
run to the word or card and slam it with their flyswatters. To get the necessary reward
or praise,a studenr has to hit the word with the flyswatter and repeat the sentence the
teacher used with the word or for low levels, simply repeat the word. Teachers can also
make things more challenging by describing the word on the picture. For example "It is an
animal with a long nose." Students run and slam Elephant.

This is a good activity for restless younger classes.
 Put students into teams (no more than 8 or so in each team) and get each team to line
up facing the board.
 The student at the front of each team needs chalk or a board pen. Show a word or a
picture to all the students who are at the back of each line. Use a word you've studied in
class, that all the students should know.
 The students at the back of the line should ‘write' each letter of the word with their finger, on
the back of the student in front of them in the line. The students pass the word down the
line by doing the same and ‘writing' the le tters in turn on the back of the student in front
of them.
 The student at the front of the line writes the letters on the board to make the word.
The first team with the word written correctly on the board wins.
A few words of warning with this activity; it's a good idea to start with short words and short
lines of students as it can take a while to pass the letters down the line. Also if your
students aren't used to this type of ‘touchy' activity you may want to change the game to
students whispering the letters rather than writing on backs.

To practice vocabulary
Acting
1. Ask for a volunteer from the class.
2. Tell him/her a word in which he/she must act. Have the class guess.
Examples: Fishing, war, fairy, queen, rock star, teacher, Wayne Rooney,
gorilla, nurse, sumo wrestler, truck driver, pirate, bear, sleepy lizard
Picture Drawing
2. Tell him/her a word in which he/she must draw. Have the class guess.
a. Have a student draw with their eyes closed:
Examples: The moon, football, spaghetti, yacht, hot dog, snake, a
butterfly, a banana, a t-shirt, etc.
b. Now with their eyes open:
Examples: School, a toilet, Australia, beach, tractor, a net, an onion,
Christmas, a pen, a computer, a city.
Select nine words or phrases and list them / stick pictures in a line at the edge of the
board. Letter them a – i. Teacher draws secret grid on separate piece of paper and places
the letters a – i in at random. Teacher then draws a large noughts and crosses grid on
whiteboard and numbers the boxes 1 – 9, A-C
Divide the class into two groups – noughts and crosses. Children select a box by saying
the number and says the flashcard Word.
Swap
Students sit in a circle and flashcards faced down in the middle. When teacher
says SWAP, students change seats. (have to stand up and run to another seat). The
teacher tries to find a seat also. There will be one student standing. That student will pick
up a card and use it to make a sentence.
Musical chairs
Bring some nice kids music to class. Put chairs in circle and make it short by one chair.
Put flashcards in the middle. Students listen to music and when you stop it they sit
down. The one person who remains standing says the flashcard. Game continues.
Good for young learners.
Quickpix
1. The students work in two teams.
2. In each team, each students has a unique number (1, 2, 3, 4, 5, etc.)
3. Call a number and a letter (e.g., 4 P). The #4 student from each team will have to
stand up, run to the board and draw something that starts with that letter (in the
example, the number four students will stand up and draw something starting with P,
like a pirate or a pencil.)
4. The rest of the team has to guess what the drawing is.
5. The first team to guess wins one point.

Mallet (mazo) game
Bring two chairs to the front or center of the class and put them back to back. Split the
class into teams. Choose or let students volunteer to come sit back to back. Tell them
what the rules are. The students will say words related to a group of words. For
example you can tell them to say animal words or words related to animals. When the
teacher raises the mallet over a student’s head s/he has to say an animal.
 A word cannot be repeated in one sitting of the game.
 Students cannot wait for more than 4 seconds before saying a word.
 Shorten the time as you advance in the game.
 Every time the above rules are violated the student gets a mallet hit on his head.
 Then replace the student with another student and continue with the game.
 Caution: Some kids can be delicate, even when using a soft mallet, do not hit their heads
too hard. To start the game sometimes, kids find it fun when you test the mallet by hitting
your own head hard.
Spin the Bottle
Sit Ss in a circle with a bottle in the middle. T Spins the bottle. When it stops spinning
the S it is pointing to has to answer a question. If the answer is correct then that S can
spin the bottle. This is a good class warm up activity (e.g. What did you do last weekend?
Did it rain yesterday? What did you have for breakfast this morning?).
Word Snakes
This is a simple word game to start or finish a lesson. A word snake is simply a chain of
words where the following word starts with the last letter of the previous word. Here
are a few examples.
Food
Spinach – ham – melon – nuts – sausage – egg – garlic – cheese…..
This game is harder than it looks so offer students lots of help and support, and maybe
even a dictionary.

What's on my head?
This activity is good for practising or revising vocabulary.
You will need rubber bands, mini-flashcards and a timer (or a sand clock).
Divide the class into groups of 4's or more and get each student to wear a band around
their head. Give a bunch of cards to each group, making sure all cards are facing down.
In turns, each student grabs a card and, without looking at it, places it on his/her
forehead, so that the rest of the group can see it.
Each member of the group takes turns to ask questions until he/she guesses what is on
the card. The other members of the group should only say yes and no, or give short
answers. Set a time limit per person (1-2 mins time each).
Students should come up with questions like
Am I a lion? - No
Am I a crocodile? - No
Am I an animal? – Yes
Hot seat
This is a good activity for getting for revising vocabulary.
 First, split your class into different teams
 Sit the students facing the board.
 Then get one member from each team to come up and sit in the hot seat chair facing their
team-mates and have their back to the board.
 Write a word clearly on the board.
 Students in the teams to describe that word, using synonyms, antonyms, definitions etc.
to their team mate who is in the hot seat - that person can't see the word!
 The student in the hot seat listens to their team mates and tries to guess the word.
 The first hot seat student to say the word wins a point for their team.
Freeze game
Students sit in a circle. Put the cards face down in the middle of the circle.
Tell them they will pass the ball around the circle very quickly until you say “stop”. Warn
that no student can hold the ball for more than two seconds. As the ball is being circled
around, the te acher randomly shouts “Stop”.
The student who is holding the ball when you shout “stop” cannot pass it to the next.
S/he remains still with the ball. Ask the student to pick up a card from the pile of cards
facing down. The student reads or tells the other students what is on the card.
Depending on their English level, s/he makes a sentence or more with the word on the
card.
 Variations:
Make it more competitive by giving points to any student who makes a sentence with the
card or word which is picked up.

Hop and say
The teacher brings a number of flash cards to class and lines the cards up across the
floor in a row. Two teams stand at the extremes of the row. When the teacher orders
the game to start, the first student from each team starts to jump on the first card. Every
time a student jumps on a card s/he says what is on the card-For higher levels ask them
to make a sentence with the word on the cards. Eventually s/he will meet the other team
player somewhere on the row. When the two team players meet, they have to do the old
guessing game of ROCK, PAPER & SCISSORS . The student who looses the Rock,
paper & scissors game of chance, leaves the row and goes to the back of his or her
te am’s line up. Another player in his/her team restarts the game for their team. It should
be such that the next team mate in the line up should be ready to start immediately when
s/he realizes that their team player has lost the stone paper scissors guessing part. The
idea is not to let the other team player get to the end of the row. If the other team player
gets to the end of the row, his / her team wins.
Volleyball game
Pick out three captains for three teams. The captains will take turns choosing students
to join their teams until everyone is chosen.
Decide two teams to play first, the remaning team has to sit at the side of the
playground. Define a playground and use a skip rope to divide the playground into two
equal parts. Get a medium-sized balloon and blow it to almost full capacity.
The teacher is the referee.
Rules:
1- Every time a student hits the ball s/he must say a word or sentence under a chosen
category (animals) (I like…)
2- Students can only hit the ball once every time.
3: First strike of the ball must be upwards.
4- Loosing points. When a team looses a point the teacher blows his whistle, takes the
ball and restarts the game.
Loose points if the ball touch the ground. if a student hits the ball without saying a
word, If the ball doesn´t go over the skip rope before three attempts, if a team looses a
total of three points, the next team takes their place.).

Categories
1. Write five common categories of words on the board, like this:
Animals Food or drink Sports Places School
2. Students work in pairs. Give one letter (for example, s.)
3. Students have to think of one word related to each category that starts with that
letter (for example, snake, strawberry, swimming, Somalia, student.)
4. The first te am to finish says “Stop!” and ge ts ten points.
5. The other teams get one point for each word they have written. Play a few times with
different letters.
Complete the grid with the selected letter,
Against the clock
Two teams, flashcards distributed around the class. Select a runner from the first team.
Teacher calls out the vocabulary and times the child as s/he runs around collecting
them. Play against second team who also has a go.

To create good atmosphere
Knock-Knock or Can I come in please?
This can be used at the beginning of each class. Teach the Ss to knock on the door
before entering the classroom. There are 2 variations for the next step: 1. When the S
knocks, T says "Who's there?". The S replies "It's (Koji)" and then the T says "Come in
(Koji)". 2. When the S knocks the T must guess who it is "Is that (Koji)?". The S replies
yes or no - if no, the T continues guessing. Having your Ss develop their own knocking
styles makes this even more fun.
Puppet Conversation
Hand puppets really liven up a classroom, especially for young learners who are shy
when talking to the T. You'll probably find that some Ss prefer talking to the puppet than
to you! Fun puppet characters (such as Sesame Street's Cookie Monster) that talk to Ss
can produce unexpected results. I always use Cookie Monster at the beginning of my
young classes.
Here's what I do:
1. Cookie Monster is sleeping in a bag. Ss shout "Wake up Cookie Monster!" into the
bag. Cookie Monster only wakes up when the whole class shout together into the bag.
2. Cookie Monster says hello to each S and asks them questions (their names, how
they are, how old they are, etc.). Ss reply and asks Cookie the same questions.
3. Ss and Cookie Monster sing the 'Hello Song' together.
4. Cookie Monster says goodbye to each S individually and then goes back to sleep in
the bag.
5. The actual lesson can now start.
Exersices
Good at the beginning of class to wake everyone up and burn off a bit of energy.
Call out commands such as: Attention, salute, march in place...stop, sit down, stand
up, walk in a circle, clap your hands...stop, run in place...stop, jumping jacks...stop, swim in
place....stop, etc. At first students will copy you.
Later they should be able to do the commands without you.
This game is also good for classroom commands and numbers. Call out instructions as
"Jump 10 times", "Turn around 4 times" etc.
Chef d’Orchestre
Send a child out of the classroom. Select a ‘le ader’ from the class who will ‘conduct’ by
means of operating a se cret ‘sign’ such as pulling his ear or quietly tapping his thumb.
The child outside returns and the teacher engages the class in vigorous repetition of a
single noun/phrase until s/he sees the chef’s signal whereupon s/he moves on to the next
word/phrase. The child has thre e goes to discover the ‘chef’.

To practice structures
Change places…
This is a great activity to practice some vocabulary/structures.
 Start with students in a closed circle, with the teacher standing in the middle to begin the
game. There should always be one less chair than participants.
 Depending on what you want to revise the te acher says, “Change places if …(Example)
you’re wearing trainers.” All students who are wearing trainers must stand up, and move to
another chair and the teacher should sit on one of the recently vacated seats.
 The person left without a seat stays in the middle and gives the next command,
“Change places if you ……(Example) have brown eyes” and so it goes on.
It is a definitely a ‘warmer’ as opposed to a ‘cooler’ and may be better at the end of a class.
Talking topics
This simple board game provides an excellent way to give students a bit of free
speaking practice.
Print off a copy of the board and fill in the squares with questions your students
could answer. You could also add in a few ‘go back three spaces’ or ‘miss a go’
squares.
Making the game could be a class activity if you ask your students to prepare the
boards for each other in groups then they can swap boards and you’ll have a whole
class set to use.
If you don’t have dice to use, use a coin and make heads mean they move on one
space and tails they move on two. This will obviously take longer than with a dice.
If your students enjoy playing board games they could make their own in small groups.
My Answer is…
1. Write an answer on the board. E.g. No, I can’t.
3. Students ask me questions.
4. If my answer IS ‘No I can’t’ they can sit down. If not remain standing.
5. Continue until everyone sits down.
6. If there are many students, a whole row can sit down or the 4 students around them

Find Someone who…
1. Tell the students to stand up.
2. Ask them to find someone who has the same:
a) Coloured socks
b) Number of sisters
c) Age
d) Birth place
e) Birthday month
f) Music or sports tastes
g) Can do a trick like you
h) Shoe size
i) Likes an animal
j) Coloured hair
k) Favourite food
l) Drinks yogurt
m) Favourite kind of book
n) Interests
o) Favourite place (river, town etc.)
p) Enjoys English as much as you!
3. Variation: Find someone who has different..
of them.

CLASS MANAGEMENT GAMES
Hands Up!
In your first class teach your Ss that whenever you shout out "Hands Up!" they must
instantly stop whatever they are doing, put their hands up in the air and remain perfectly
still and silent. They can only put their hands down again when T say "Hands down". You
can then use this technique any time your Ss are getting a bit noisy or you need to get
everyone's attention.
Silent Ball
If the Ss are being loud and off task play this game with them. It really works and they love
to play it. Have all the Ss stand up and give one student a ball (make sure it is soft). Have
the students toss the ball to each other without saying a word. Any student who drops
the ball or talks must sit down. (Submitted by Samantha Marchessault)

LISTENING GAMES
Listening race (Listen, run and stick)
This is a game to practise personal descriptions, and works on aural skills.
Good to use with my students aged 10 and 11.
 You need to prepare a selection of sentences as 'My name is..', 'I'm 10 years old', 'I've
got one brother and two sisters', etc.
 Make two sets of all the descriptions you choose to use in the game and cut out the
phrases separately. Don't forget to take a record of the sentences you have cut up!
 Put a set of the phrases on a table in front of each team - about halfway down the class -
then read out the sentences and the children race to bring the correct phrase to the
front. Whoever is first wins a point.
 Children could take it in turns to be the teacher and read out the descriptions.
Rise or order the mini-storycards
Listen to the story and rise or order the story card.
Mime the story
Listen to the story and mime in griups by characters.
Drawing dictations
Drawing dictations are a great way to practise vocabulary and listening.
You can make the dictation as easy or difficult as you like, depending on the level of the
group and you can use drawing dictations to revise vocabulary you've studied in class in a
fun way.
 If you've been studying food, dictate instructions for your students to draw a fridge, with
the door open, and a range of different food items inside.
 Keep the language simple and concise.
 For higher levels, have a picture in front of you and describe it to the class. See who, at the
end, has the most similar picture to the original. Students can take turns in giving the
dictation too.
Missed One Out

 If the sentence is right students should take a big step to the right. If iwrong, they to the
left.
eliminated.

WRITING GAMES
Building bricks
Can build sentences through use of flashcards and gestures.
E.g. 1 x thumb up + 1 x picture of a pear = I like pears. Can be extended by
adding more cards to stretch the learner and develop the language. This can
also be achieved in pairs with mini flashcards.
Paired dictation
Two texts. Work in pairs. The scribe turns his/her back to the reader and
writes down what he hears and vice versa. This helps both pronunciation
and writing skills.
Running Dictation
A simple way to practise writing. Pin several copies of a short text (could be
a list of words) on the walls. Divide the class into teams which include a
scribe, a reader and runners. Each team must be stationed at different points
between the text and the scribe. The reader reads some of the text and runs
to recite it to the runner who runs to tell the scribe who writes it down. The
winning team is the team which transcribes the most correct text. It is a good
idea to set a time limit for the activity.
Horse race dictation
This is an activity in which students try to predict the order of words in a
jumbled sentence before listening for the answer.
It is enjoyable because students are asked to predict the first Word.
Choose a sentence and write words in random order on the left of the
board.
finally
was
o’clock
eleven
home
when
I
it
got
Students in groups think about the sentence and write it in the blackboard.

Chain drawings
This is a fun activity using music which can be used with all groups.
Procedure:
 Give each student a piece of paper and some coloured pencils.
 You play music, while it sounds, they draw whatever comes into their heads.
 After 20 or 30 seconds, stop the music.
 Students stop drawing and pass their picture to the person to the left of them.
 Play the music again, they go on with the person next to tthem drawing.
 Continue the procedure until the end of the song.
 When you have finished each student will have a picture.
Then it's up to you what to do with the pictures. Here are some ideas:
o Colour and label everything on the picture.
o Describe the picture to the group or a partner.
o The picture is actually a postcard. Write the postcard to a friend telling them
all about the place where you’re on holiday.
o Imagine the picture was a photo taken at 5pm yesterday. Describe what was
happening.
o Put the pictures up around the room and create your own art gallery.
The Chat Room
This is a fun question and answer writing activity.
Each student needs a blank piece of paper and a pen. Tell them they are going into a
pre-historic internet chat room so they all need to decide on a nickname. Tell students
that you and a volunteer are going to be the net and you will need to stand in the middle
of the circle to exchange the papers. Explain that the net has gone a little bit crazy and
they can’t se nd me ssages to specific pe ople.
Give students model sentences. Eg. Pingu: How are you feeling today? As students
complete their questions they should hold the paper in the air and then you swap the
papers over as if their messages are being sent. They then reply to the one they’v e
just received and so it goes on until each student has a page full of ‘chat’. Then give the
papers back to the student who wrote the initial question and they can see how the chat
developed. This could lead on to talking about the internet, or chat rooms or you could use
the text to do some error correction. As students have been writing quickly there will
probably be lots of silly mistakes they can correct themselves.

In the teacher´s shoes
This is great for the first class with a new group or when you come back after a holiday
 Put students into 2 teams. Ask the teams to write 5 questions they’d like to ask you .
 Then ask for a volunteer from each team to sit at the front of the class. They are going
to imagine they are you, and spend a few minute s ‘in the te acher’s shoes’!
 The teams ask their questions and the students at the front who are in your shoes must
try to answer the questions as they think you would answer them.
 You decide whose response is closest to your own answer to the question and award
points accordingly.

STORY GAMES
One word stories
This is a simple activity where each student adds a word to create a group story.
Despite the simplicity it can be really challenging and I would only use it with higher levels.
 Students should be in a circle (if this isn’t possible make it clear they know who they are
going to follow on from) The teacher can begin by saying the first word and each student
adds the next word, without repeating what has come beforehand.
 Good starting words are “Suddenly” or “Yesterday” to force the story into the past tense. It
is great for highlighting word collocations and practising word order. It also highlights
problems studnts may have with tenses or prepositions for you to focus on in future lesson.
 The stories can develop in any number of ways. Some groups may need the teacher to
provide punctuation and decide that the sentence should end and a new one should begin.
The great thing about this activity is that all students have to concentrate and listen
carefully to their colleagues to be able to continue the story coherently.
Writing consequences
This is a fun activity to create a group story.
Each student needs a blank sheet of paper and a pen. If possible, sit in a circle shape to
play. Each student adds one stage to the story then folds the paper to cover the information
and passes the paper to the student on the right. At each stage, before folding and passing
to the student on the right, give these instructions.
 Write the name of a man. It can be a famous man or a man everyone in the class knows.
(Depending on the group, allow them to put the names of class mates)
 Write the name of a woman. It can be a famous woman or a woman everyone in the class
knows. (Depending on the group, allow them to put the names of class mates)
 Write the name of a place where the two people meet.
 When they meet, he says something to her. What does he say? Students write what he
says to her.
 She replies to the man. What does she say?
 What’s the consequence of this encounter? What happens?
 What’s the opinion of the whole story. What does the world say as a comment?
The end result is a mixed up story that can often be amusing. Read yours as an example of
how you want the students to tell the story. Then invite students one by one to unfold their
stories and read them to the group. Depending on the level you can encourage use of
connectors, reported speech etc.

Start and finish the story with …
1. Write a sentence on the board:
a. E.g. On the weekend … wonderful.
2. The first student will say ‘On the weekend’.
3. Each student after that will say a word each making a sentence, paragraph or
story.
4. The last student will finish with ‘wonderful.’
5. Can do two laps or as many as you want.
6. Once the tense is established must be stuck to and be grammatically correct.
7. You can include guidelines:
a. Must be in past tense using past perfect.
b. The word spinach and phone must be included.
Gobbledygook
This activity is great for practising intonation.
Put students in pairs and give them a scene to act out. They are going to have a
conversation using an invented language. Explain to your students that
gobbledygook is a made up language that is total nonsense. The pair should act
out the scene using the correct intonation as if they were really talking to one
another. The rest of the class can watch and guess what the situation is. After,
you could write out the real dialogue in English for one of the scenes

VOCABULARY GAMES
To practice vocabulary (Presentation)
Learn 5 New Words
1. Make groups of five and choose five words that are new to the students.
2. Assign a word to each student.
3. Go in order repeating the words.
4. Go until you have done 3 laps (each student will say each word three times).
5. E.G. Weather:
a. Student 1 → Rainy…
b. Student 2 → Rainy, cloudy…
c. Student 3 → Rainy, cloudy, sunny…
d. Student 4 → Rainy, cloudy, sunny, windy…
e. Student 5 → Rainy, cloudy, sunny, windy, stormy…
f. Student 1 again → Rainy, cloudy, sunny, windy, stormy, Rainy…
6. You’ll be surprised how well the students remember the new words!
Missed One Out
Pupils repeat in sequence backwards or forwards as teacher goes backwards or forwar
Flipping:
Teacher flips card over quickly giving the class a mere glimpse of the picture.
True or False
Teacher gives a word/phrase and shows a picture. Children say, ‘true’ if they think it is
correct and ‘false’ if they think it is wrong.
Choices
Teacher gives two possible words / phrases and children select the one they think is
correct.

Key Hole
A piece of paper with a keyhole or circle cut out of it. Children see part of a picture and
state which one they think it is.
Match Them Up
Children match text flashcards and pictures ones together. (find partner)
Group mimes
Divide the class into small groups. Give each group a word or a phrase to mime and
then shout ‘Go!’ (or put music) in whichever language you are teaching. The groups all
begin miming their word. After a few seconds, shout ‘Stop!’ (or stop the music) and
they all freeze. The other groups must guess which words / phrases were being mimed.
Send a child out of the room. Hide the item or flashcard. Child returns and class
chants the word / phrase getting louder the nearer the seeker moves to the hidden
object and quieter the farther away s/he is. Seeker must find it and say the word!
Fruit Salad
1. The students sit in a large circle.
2. Students are assigned an animal and its actions.
Example: Crocodile: snapping hands, tiger, roar.
3. The teacher calls out two animals and those animals run around the circle doing the
actions.
4. Last one back goes into the ‘zoo’ in the middle.
 If the sentence is right students take a big step to the right. If iwrong, they to the left.
eliminated.

of them.
Run and touch or Flyswatters (matamoscas) game
This game is good topractice and review any type of vocabulary. The teacher puts
flashcards in a circle on the floor or sticks them on the walls of the classroom. Then
the teacher makes a sentence using one of the words on the cards. Students have to
run to the word or card and slam it with their flyswatters. To get the necessary reward
or praise,a studenr has to hit the word with the flyswatter and repeat the sentence the
teacher used with the word or for low levels, simply repeat the word. Teachers can also
make things more challenging by describing the word on the picture. For example "It is an
animal with a long nose." Students run and slam Elephant.
Word Search (Prepare and do it)
1. Work in small teams.
3. There are 10 English words hidden in the square
4. The words can be hidden in any direction (forward, backward and
diagonal).
5. Work as a team & try to find the 10 words as quickly as possible.
6. It could be a good idea to prepare them as well.
Syllables
Break words down in to syllables for repetition. E.g. ‘chocolat’ = cho – co - choco – lat
- chocolat / at – lat – olat – colat – ocolat – chocolat! This is fun and enables the children
to develop correct pronunciation and also an awareness of the ‘rhythm’ of the language.

To practice vocabulary (Practice)
Acting
2. Tell him/her a word in which he/she must act. Have the class guess.
Examples: Fishing, war, fairy, queen, rock star, teacher, Wayne Rooney,
gorilla, nurse, sumo wrestler, truck driver, pirate, bear, sleepy lizard
Picture Drawing
2. Tell him/her a word in which he/she must draw. Have the class guess.
a. Have a student draw with their eyes closed:
Examples: The moon, football, spaghetti, yacht, hot dog, snake, a
butterfly, a banana, a t-shirt, etc.
b. Now with their eyes open:
Examples: School, a toilet, Australia, beach, tractor, a net, an onion,
Christmas, a pen, a computer, a city.
Select nine words or phrases and list them / stick pictures in a line at the edge of the
board. Letter them a – i. Teacher draws secret grid on separate piece of paper and places
the letters a – i in at random. Teacher then draws a large noughts and crosses grid on
whiteboard and numbers the boxes 1 – 9, A-C
Divide the class into two groups – noughts and crosses. Children select a box by saying
the number and says the flashcard Word.
Swap
Students sit in a circle and flashcards faced down in the middle. When teacher
says SWAP, students change seats. (have to stand up and run to another seat). The
teacher tries to find a seat also. There will be one student standing. That student will pick
up a card and use it to make a sentence.
Musical chairs
Bring some nice kids music to class. Put chairs in circle and make it short by one chair.
Put flashcards in the middle. Students listen to music and when you stop it they sit
down. The one person who remains standing says the flashcard. Game continues.
Good for young learners.
Quickpix
1. The students work in two teams.
2. In each team, each students has a unique number (1, 2, 3, 4, 5, etc.)
3. Call a number and a letter (e.g., 4 P). The #4 student from each team will have to
stand up, run to the board and draw something that starts with that letter (in the
example, the number four students will stand up and draw something starting with P,
like a pirate or a pencil.)
4. The rest of the team has to guess what the drawing is.
5. The first team to guess wins one point.

What's on my head?
This activity is good for practising or revising vocabulary.
You will need rubber bands, mini-flashcards and a timer (or a sand clock).
 Divide the class into groups of 4's or more and get each student to wear a band around
their head. Give a bunch of cards to each group, making sure all cards are facing down.
 In turns, each student grabs a card and, without looking at it, places it on his/her
forehead, so that the rest of the group can see it.
 Each member of the group takes turns to ask questions until he/she guesses what is on
the card. The other members of the group should only say yes and no, or give short
answers. Set a time limit per person (1-2 mins time each). Students should come up with
questions like
o Am I a lion? - No
o Am I a crocodile? - No
o Am I an animal? - Yes
Hot seat
This is a good activity for getting for revising vocabulary.
 First, split your class into different teams
 Sit the students facing the board.
 Then get one member from each team to come up and sit in the hot seat chair facing their
team-mates and have their back to the board.
 Write a word clearly on the board.
 Students in the teams to describe that word, using synonyms, antonyms, definitions etc.
to their team mate who is in the hot seat - that person can't see the word!
 The student in the hot seat listens to their team mates and tries to guess the word.
 The first hot seat student to say the word wins a point for their team.
Freeze game
Students sit in a circle. Put the cards face down in the middle of the circle.
Tell them they will pass the ball around the circle very quickly until you say “stop”. Warn
that no student can hold the ball for more than two seconds. As the ball is being circled
around, the te acher randomly shouts “Stop”.
The student who is holding the ball when you shout “stop” cannot pass it to the next.
S/he remains still with the ball. Ask the student to pick up a card from the pile of cards
facing down. The student reads or tells the other students what is on the card.
Depending on their English level, s/he makes a sentence or more with the word on the
card.

 Variations:
You can make it more competitive by giving points to any student who makes a sentence
with the card or word which is picked up.
Hop and say
The teacher brings a number of flash cards to class and lines the cards up across the
floor in a row. Two teams stand at the extremes of the row. When the teacher orders
the game to start, the first student from each team starts to jump on the first card. Every
time a student jumps on a card s/he says what is on the card-For higher levels ask them
to make a sentence with the word on the cards. Eventually s/he will meet the other team
player somewhere on the row. When the two team players meet, they have to do the old
guessing game of ROCK, PAPER & SCISSORS . The student who looses the Rock,
paper & scissors game of chance, leaves the row and goes to the back of his or her
te am’s line up. Another player in his/her team restarts the game for their team. It should
be such that the next team mate in the line up should be ready to start immediately when
s/he realizes that their team player has lost the stone paper scissors guessing part. The
idea is not to let the other team player get to the end of the row. If the other team player
gets to the end of the row, his / her team wins.
Volleyball game
Pick out three captains for three teams. The captains will take turns choosing students
to join their teams until everyone is chosen.
Decide two teams to play first, the remaning team has to sit at the side of the
playground. Define a playground and use a skip rope to divide the playground into two
equal parts. Get a medium-sized balloon and blow it to almost full capacity.
The teacher is the referee.
Rules:
1- Every time a student hits the ball s/he must say a word or sentence under a chosen
category (animals) (I like…)
2- Students can only hit the ball once every time.
3: First strike of the ball must be upwards.
4- Loosing points. When a team looses a point the teacher blows his whistle, takes the
ball and restarts the game.
Loose points if the ball touch the ground. if a student hits the ball without saying a
word, If the ball doesn´t go over the skip rope before three attempts, if a team looses a
total of three points, the next team takes their place.).

Categories
1. Write five common categories of words on the board, like this:
Animals Food or drink Sports Places School
2. Students work in pairs. Give one letter (for example, s.)
3. Students have to think of one word related to each category that starts with that
letter (for example, snake, strawberry, swimming, Somalia, student.)
4. The first te am to finish says “Stop!” and ge ts ten points.
5. The other teams get one point for each word they have written. Play a few times with
different letters.
Complete the grid with the selected letter,
Against the clock
Two teams, flashcards distributed around the class. Select a runner from the first team.
Teacher calls out the vocabulary and times the child as s/he runs around collecting
them. Play against second team who also has a go.
Scrabble letters
You need to prepare 5 sets of scrabble letters. It’s a good idea to copy the letters onto
different coloured card for each set. If students are working close to each other it makes
it easy to separate them at the end and for tasks when you need more letters you can mix
two sets together.
Once you have made your sets there are hundreds of things you can do with them.
Here are a few ideas to get you started.
 Spelling tests – Divide the class into teams and give each team a set of Scrabble letters.
Get them to spread out the letters on the table so they’re all facing up. Then give clues
for words you want to test them on, e.g. ‘the day before Wednesday’, stude nts ‘write’
TUESDAY on the table by selecting the scrabble letters. ‘What’s this in English?’ – point to
things in the classroom, draw on the board etc. Once students get the idea, ask one of
them to lead the game and give the clues instead of you.
 Crosswords – Put students in groups and give each group one set of scrabble letters.
Ask them to see how many words they can make with their set connecting them up like a
crossword.
 How many words can you make in two minutes? In groups students use a set of letters
to see how many different words they can make. The winning group makes the most /
longest words.
The more you use the letters, the more uses you’ll find for them.

PLAYGROUND GAMES
TOPIC GAMES
The alphabet
Grupos de cinco, cada uno golpea el globo diciendo las vocales sucesivamente y al
que le toque decir “u” intentará dar un golpe con el volante a alguien.
The Alphabet
De uno en uno se va saltando a la comba a la vez que se va diciendo el
abecedario. Cuando se llegue a la letra “z” se sale para que entre otro.
Colors
Hay que tocar el color que indique el profesor. El último en llegar se lleva una
letra.
Color color
El que pilla dice “color-color...azul” (por ejemplo). Todos correrán para tocar ese
color. El que pilla puede pillar a cualquiera que no está tocando ese color.
Cambio de papeles cuando alguien sea cogido.
Traveling-COLORS
Los niños se sientan en un círculo. Cada uno tiene un rotulador de un color distinto
que coloca delante de sí mismo. Cuando el maestro dice un color, todos los niños
con ese rotulador corren alrededor del círculo hasta su lugar de origen. El primero
bien sentado es declarado ganador.
Buffalo Bill – COLORS
Los niños que están de pie en la línea eligen el color de búfalo que quieren ser.
Buffalo Bill en el centro grita "All Brown Buffaloes Run!" Los niños tratan de llegar
a la línea opuesta sin ser pillados por Buffalo Bill. Al ser tocados, se sientan en el
lugar, pueden entonces pillar pero desde el suelo. Después de que la última
persona es pillada, el profesor selecciona un nuevo Buffalo Bill.
Spaceman – COLORS
El pillador se coloca en un planeta en el espacio exterior. Desde la línea todo el
mundo canta, " Spaceman, spaceman, may we chase you?” Él responde: "Yes, if
you have on green.” Entonces sólo aquellos de verde persiguen al pillador y lo
pillan. Repita con una nueva y cambiando el color.
People to People – BODY
Los jugadores forman un círculo, y luego se emparejan en grupos de dos. Se
necesita un grupo desigual de jugadores. El árbitro en el centro dice "Elbow to
elbow, face to face, hand to hand…” (el niño impar al lado del árbitro). En un
momento dado, él grita “People to people” Todo el mundo busca un nuevo socio.
La persona que sobra se convierte en el llamador. El juego continúa.

King or Queen Up-NUMBERS
Los niños se colocan en círculo y con cartas de números en el suelo en frente de
ellos. Una persona es el rey o la reina.
El Rey dice 6. 6 entonces dice otro número, como 8 o dice King. Si duda o falla, el 6
se va al final del círculo y los demás corren un número. El objetivo del juego es
convertirse en rey.
Bear Chase-NUMBERS
Todos los jugadores, excepto uno; se encuentran en un círculo con manos juntas
detrás de la línea de meta. Uno hace de Mr or Mrs Bear, que se coloca en el centro
del área. El círculo se pregunta: "How many steps Mr., Mrs. Bear?" El oso dice en
voz alta cualquier número de 1 a 20. El círculo marcha en sentido antihorario el
número de pasos. Después todos aplauden una vez y corren a la meta contraria,
mientras oso les persigue. Los que son pillados se convierten en ayudantes. Otro
círculo se hace en el extremo para volver a correr. El último en ser pillado se convierte
en Mr or Mrs Bear.
“Guess What it is”-NUMBERS
Sentados en fila uno tras otro. El último escribe un número o letra en la espalda
delcompañero siguiente, y éste a su vez en el posterior, y así sucesivamente hasta
llegar al primero que debe acertar de qué número o letra se trata.
“EL PAÑUELITO”-NUMBERS
Dos grupos se colocarán uno frente al otro separados por una línea central donde
se situará el maestro con el pañuelito. A cada alumno le corresponde un número. El
maestro dirá un número y los alumnos que tengan dicho número deberán salir
corriendo hacia el pañuelo, cogerlo y dirigirse hacia su equipo.
Cats and dogs – ANIMALS
Colocamos dos líneas de meta en cada extremo del campo. Ponemos dos líneas
más en el centro del área de juego a una corta distancia entre sí, donde los niños
colocan en dos grupos mirándose. El primer grupo es el de las perros; el segundo el
de los gatos. Un llamador, en la línea de banda dice Cats o dice Dogs. Cuando dice
Cats, el grupo de los gatos se da la vuelta y corre hacia su línea de gol, mientras
las perros les persiguen. Los pillados se convierten en perros o gatos. El juego
sigue hasta que que uno de los grupos se queda sin gente.
Cats and dogs- ANIMALS
Se traza una línea cerca de cada extremo de la zona de juego. Los niños se dividen
en dos grupos. Los Cats permanecen uno junto al otro en una línea y los dogs en
la otra linea. Todos los Cats dan la espalda. El profesor indica con la mano a los
dogs que avancen. Los dogs se acercan en silencio porque quieren sorprender a los
Cats. Cuando los dogs estén casi llegando a la línea de los Rascals, el maestro dice
“The Dogs are coming!”. Entonces, los Cats se dan la vuelta y persiguen a los
dogs, que vuelven a su casa. Todos los dogs pillados se van al lado de los Cats.
Repita este procedimiento hasta que varios conejos han sido capturados (por lo
general 4-5 veces).

Red Lion - ANIMALS
Los niños forman un círculo alrededor de "Red Lion." Red Lion se sienta, se levanta,
o se arrodilla en su guarida mientras que el resto de los niños se mueven alrededor
del canto "Red Lion, Red Lion, come out of your den” Si Red Lion dice "no", los
niños continúan moviéndose alrededor de la guarida repitiendo el canto de juego. Si
Red Lion dice, "sí" todo el mundo corre rápidamente a la línea de seguridad. El que
es pillado se convierte en ayudante de Red Lion y va al centro del círculo. El juego
continúa hasta que varios niños están atrapados. Una vez que varios niños están
atrapados, detener el juego y repetir el juego.
Man From Mars-CLOTHES
El objetivo del juego es ser el último en ser pillado. Dos líneas en los extremos del
area de juego. Los terrícolas, colocados en un extremo, dicen “Man from Mars, Man
from Mars. Will you take us to the stars?” El hombre de Marte, en el centro del
area de juego, responde “only if you are wearing (color).” Los que tienen el color
llamado puede caminar seguros al otro lado. Entonces, los jugadores sin el color
corren para el otro lado y tratan de evitar ser tocado. Los pillados se unen al
hombre de Marte en el centro de área de juego.
My Ship is Carrying-VOCABULARY
El grupo se sienta en círculo. Una persona comienza con "My ship is carrying…” La
primera persona comienza con un animal que empiece con "A”. La siguiente
persona dice "My ship is carrying..." diciendo lo que la primera persona dijo y añade
un animal con B. Continua alrededor del círculo recordando los animales dichos y
añadiendo nuevos en orden alfabético. (podemos usar pelota para random order)
Midnight – TELLING THE TIME
Un jugador es seleccionado para ser el Fox y el resto son Rabbits, que se alinean
de lado a lado en la línea de fondo y el Fox se sitúa en el otro extremo. Al unísono,
dicen los Conejos, “What time is it Mr. (Mrs.) Fox?” El Fox responde con varios
horas. Sea cual sea la hora que diga, los conejos avanzan diferentes pasos hacia
adelante, acercándose al Fox en el otro extremo. Cuando la Fox responde con,
"Midnight", todos los conejos corren a su casa al otro extremo. Los conejos que
son pillados se convierten en ayudantes de Fox.
New Orleans or Traders-MIMING VOCABULARY
Dos grupos se forman, cada uno en línea opuestas del area de juego. A cada grupo
se le un tiempo juntarse y decidir que trabajo les gustaría retratar, es decir,
conductor de camión, pizzero, etc. Entonces empieza el juego. El grupo que empieza
camina hacia la línea del centro del campo, escenifica y el otro equipo trata de
adivinar. Cuando adivinan el grupo corre hacia su casa y el otro equipo trata de
pillarles. Los que son pillados pasan al otro equipo.
“El balón que quema”
Grupos de cinco o seis alumnos, cada grupo con un balón. Los jugadores se
pasan el balón entre ellos sin poder negarse a recibir el balón. Cuando el profesor de
una señal, aquel jugador que posea el balón se anota un punto.

NOT TAGGING GAMES
Mouse Trap (ratonera) -Levels
La mitad de los niños forman un círculo con las manos juntas (mousetrap),
mirando hacia el centro. Los otros niños están fuera del círculo (ratones). Tres
momentos se dan al parar la música o tocar el silbato.
Señal 1 Los "Ratones" saltan alrededor del círculo, jugando alegremente.
Señal 2 La trampa se abre; los jugadores círculo levantan sus manos unidas y
forman arcos. Los ratones corren por dentro y fuera de la trampa.
Señal 3. La trampa se cierra (los brazos bajan).
Todos los ratones atrapados se unen al círculo.
El juego se repite hasta que todos o la mayoría de los ratones son capturados. Los
jugadores cambian de lugar y el juego comienza de nuevo.
One Move Behind (Visual Game)
El maestro dirige el grupo para empezar. El profesor pone su mano en la nariz, los
jugadores no hacen nada. Maestro pone la mano en la oreja, los jugadores ponen
la mano en la nariz. Maestro pone la mano en la rodilla; jugadores ponen la mano en
la oreja, etc.
Red Light Green Light – Directions
El jugador líder se coloca en una línea a unos 20 metros de distancia de los
jugadores que se colocan en otra línea de frente al jugador.
El objetivo del juego es que los jugadores pasen la línea del líder sin ser
detectados. El líder comienza el juego dando vuelta a su espalda y gritando "Green
light”. Los jugadores entonces avanzan andando. En cualquier momento, el jugador
puede gritar "Red Light" y darse la vuelta. Entonces el jugador puede pasearse para
detectar los jugadores en movimiento. Los detectados vuelven a la línea de
origen.
Run Rabbit Run
Dos jugadores se seleccionan para ser cazadores y se colocan en el centro de la
cancha; el resto de la clase se coloca en una línea en un extremo de la cancha. A
la señal, los jugadores en la línea tratan de correr hacia el otro extremo de la
cancha sin ser golpeado con una bola de pelusa. Los jugadores del centro se les
permite tirar 3 bolas cada uno en una carrera. Si un jugador es golpeado, se sienta
en el lugar donde fue golpeado y se convierte en un cazador.
Who has the object or where is the object (Auditory Game)
Un niño se coloca delante de la clase con la espalda vuelta al grupo. Otro niño se
le da la castañuela. Todos los niños mantienen las manos detrás de su espalda, y
pretenden estar sacudiendo la castañuela. El niño que es el adivinador se vuelve, y
escucha la castañuela. A continuación, intenta averiguar quién tiene la castañuela.
Puedes utilizar en su lugar una campana u otro tipo de objeto que hace ruido.
Who’s Missing (Visual Discrimination)
Un niño es enviado fuera. El profesor esconde una persona y puede mover unas
pocas personas alrededor. El niño regresa y trata de decidir quién falta.

“PIES QUIETOS”.
Uno pilla y lanza el balón hacia arriba diciendo el nombre de un compañero. Ëste
deberá coger la pelota lo antes posible porque los demás habrán salido a correr.
Cuando coja la pelota dirá “pies quietos”, para así detener la carrera de los demás. A
partir de aquí decidirá a quién va a tirar la pelota pudiendo dar tres pasos de
acercamiento. Si le da estará herido el tocado, si no estará herido él. Las fases son
“herido”, “grave” y “muerto”. Si el nombrado cogiese la pelota sin que bote lanzará
de nuevo la pelota y dirá otro nombre. El juego seguirá entonces como hemos
explicado

TAGGING GAMES
Astronaut
4 niños (astronautas) tienen banderas. El resto de la clase (marcianos) deben
alcanzarlos y robarles las banderas. Dejan la bandera en sitio seguro. Cuando han
robado todas, otros cuatro astronautas cogen las banderas.
Fox Hunt
El objetivo del juego es no ser atrapado por el cazador. Los zorros se alinean en la
línea de fondo y recitan: "We are the foxes, we can run”. El cazador en el centro
del area de juego responde BANG!. Entonces los zorros corren hacia el extremo
opuesto sin ser pillados. Los pillados se unen al cazador en el centro del área de
juego.
Blob Tag (Wolf Tag) (RELATIONSHIPS)
El juego comienza con todo el mundo esparcido excepto la pareja que pilla que
tiene las manos juntas. Persiguen a todos, cuando pillan a alguien, se junta a la
cadena hasta que todos estén pillados.Hill Dill Come Over the Hill
Dos líneas en los extremos del area de juego. El jugador que paga se coloca en el
centro y dice “Hill Dill come over the Hill, I’ll catch you if you’re standing still”. Los
niños tratan de pasar de una línea a otra sin ser pillados. Todos los pillados ayudan
al pillador.
Stuck in the Mud (RELATIONSHIPS)
Tres a cuatro personas se seleccionan como pilladores. La clase se dispersa y los
pilladores tratan de pillar a todos los miembros de la clase. Una vez que alguien es
pillado, él debe congelarse en una posición de zancada amplia. Otro jugador le
descongela arrastrándose a través de sus piernas. Si un jugador es capturado por
un etiquetador mientras congela otro jugador, ese jugador se coloca en frente de él
con las piernas en zancada. Ambos pueden ser libres si otro jugador se arrastra a
través de sus piernas. El juego continúa hasta que todos los jugadores se encuentran
atrapados.
King Kong
Los niños forman un círculo alrededor de "King Kong", que está al lado del edificio
del World Trade (un cono). Los niños fingen que son helicópteros en movimiento
para capturar King Kong. Se mueven alrededor de King Kong sin tocarle. Cuando
King Kong dice "Kong", todos los niños corren hacia la portería para salvarse. Los
que seon pillados se convierten en ayudantes de King Kong y el juego continúa.
Después de varios niños están atrapados, seleccione un nuevo King Kong y comenza
el juego.

Ocean is Stormy
Una persona es seleccionado para ser el líder y se coloca en el centro de la zona de
juego. Los otros jugadores se paran detrás de la línea de fondo. Cuando el líder
dice, "Ocean is stormy”, todos los niños tratan de correr a la otra línea de fondo sin
ser capturados. Los que están pillados deben quedarse congelados donde han sido
pillados y se convierten en cangrejos o animales marinos. El juego continúa como
antes, pero los cangrejos se convierten en ayudantes del líder y tratan de pillar a
los otros jugadores (en posición cangrejo). Cuando la mayoría de los jugadores
están pillados, se vuelve a empezar.
Old Gray Cat
La clase entera forma un círculo. Una persona es elegida para ser el gato gris. El
círculo camina hacia la izquierda alrededor del gato cantando: “We are weak little
birds way up in the tree. You are an old gray cat, you can’t catch me .” Entonces
los pájaros corren hacia la línea de seguridad y el gato trata de pillarlos. Los
pillados se convierten en gatos.
Rock, Paper, Scissors
Los jugadores de ambos equipos llegan a sus líneas. Juegan a rock, paper,
scissors. Cada equipo tiene un plan. Cada equipo produce una señal. Si un equipo
tiene rocas y el otro tiene tijeras, Roca persigue a Tijeras. Todos los jugadores
pillados pasan al otro equipo. Juega hasta que un equipo desaparece o hay una
eliminación de 6 jugadores.
PALMADAS CORRIDAS
Un jugador de un equipo sale hacia el grupo contrario. Allí golpeará en la mano
de un jugador e inmediatamente saldrá corriendo hacia su equipo. El jugador que
recibió la palmada sale corriendo tras él para pillarle. Si consigue atraparlo pasa a
su grupo, y si no es así se recomienza el juego ahora en el otro grupo.
EL COMECOCOS
Uno pilla (fantasma) que trata de pillar a los demás (cocos). El que sea cogido se
convierte en fantasma. Sólo nos podemos mover por encima de las líneas de colores
del campo.
COGE EL TREN
Uno pilla y trata de coger a los demás. Éstos para salvarse tienen que coger el tren
(meterse en las ruedas distribuidas por el espacio).
EL ELEFANTE RESFRIADO
Uno pilla con los brazos cruzados y con la mano izquierda tocándose la nariz.
Debe tocar a todos los demás para contagiar el resfriado. Los contagiados
podrán contagiar también.
¡QUE VIENE EL LOBO!
Un niño es el lobo y trata de atrapar a las ovejas. A quien coja se convierte en lobo
y éste en oveja.
Variante: todas las ovejas que vayan siendo atrapadas se van convirtiendo en lobos.

BATALLA DE SERPIENTES.
Cuatro filas de alumnos agarrados de la cintura forman cuatro serpientes. La
cabeza de una serpiente debe coger la cola de cualquiera de las otras serpientes.
Si algún equipo lo consigue se unen las serpientes.
EL MONSTRUO DEL LAGO.
Todos están nadando en el lago y están muy contentos. Cuando surge el
monstruo del lago (que estaba escondido en su casa), todos corren hacia sus
barcos, (bancos, porterías,...). Si el monstruo coge a algún niño se invierten los
papeles.
EL HOMBRE DEL SACO
Uno pilla y lleva una bolsa en la mano, es el hombre del saco. Cuando coja a un
compañero, le pasará el saco y él se salvará.
EL CASTILLO ENCANTADO
Un alumno será el fantasma del castillo. El pueblo duerme tranquilo cuando
alguien grita: ¡The ghost is coming¡ Este sale de su castillo e intenta coger a
alguien. El que sea atrapado será llevado al castillo y encarcelado. Se repite está
acción y a la siguiente el encarcelado pasará a ser fantasma y el fantasma
pueblerino y así sucesivamente.
ZORRO CAPTURA AL POLLITO
Grupos de seis, se colocan en fila todos menos uno (el zorro) que se coloca en
frente del que está primero en la fila. El zorro intentará capturar al pollito (último
de la fila) y la gallina debe intentar evitarlo. No pueden soltarse.

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