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GAMES

Action Race: This is a fun game using actions. Use actions like jump, hop, clap, run etc. Have the Ss split
into two teams and sit in lines with a chair by each team and one chair at the other end of the room. One S
from each team stands net to their chair and T calls an action, e.g. !"ump!. Ss must jump to the chair and
back, sitting down in their chair Ss say !# can jump!. $irst one to do it gets their team a point.
Adverb Action: T writes on the board an activity like !brush your teeth, eat your food.! She%he picks one
student, they come to the front of the class. The T then shows the S a card with an adverb written on it like
!slowly! or whatever. The chosen student then does the activity in the way of the adverb. The other S&s have to
guess the adverb. The one who guesses right gets a point and mimes the net action.
Apple Pass: Have all Ss sit in a circle. Use a fake apple and toss it to one S. 'ut you must say one (nglish
word as you pass. The S then throws to another S and says a different (nglish word. #f the student you threw
it to drops it, he%she is out. )nd the game keeps going until you have one winner. #t can be played with
different categories, such as $ood, )nimals, (tc.
Bang!: *aterials+ Small pieces of paper, shoe bo or coffee can. ,rite words on pieces of paper and fold
them in half -sight words, vocab, blends etc... )lso add a few cards that say !')/01!. Ss take turns picking
cards and if they read the word correctly they get to keep the word. #f they draw a ')/01 card they yell ')/01
and then return all their cards -ecept the ')/01 card. to the can%bo. -Use verbs, nouns, adjectives,
themes.
Basketball: Ss take a shot at the garbage bin%bo%etc. $irst ask a 2uestion to S3. #f s%he answers correctly
then s%he can have a shot at the basket. #f the S gets the ball in the basket then s%he wins 4 points. #f the S
hits the basket without going inside then s%he wins 3 point. The person who gets the most points is the winner.
This can also be played in teams 5 4 or 6 teams simultaneously.
Bingo: 7an be played with numbers, letters, pictures or even words. The winner is the first to either get a line
or or full house.
Blankety Blanks (spelling vocab) : Have 893: words to review. ,rite letter gap lines on the board. 'reak into
4 teams. (ach team can only pick one letter. 0ive to 4 points for vowels. The idea is that they fill in the vowels
first -usually the trickiest sounds to hear.. They can put all the vowels in the word and therefore get more than
4 points in one go. They keep going until the word is spelled. The team with the most points wins. $or
additional points have some picture flashcards jumbled up on the board and 3 student from each team comes
to the front ; the first to match the card to the word gets an additional 6 points or whatever.
Blind Toss: Have Ss sit down in a circle. <lace a mat on the floor with numbers and a flashcard -target
vocabulary. on each number. Taking turns, each S gets blindfolded and tosses a beanbag so as to hit a
number. S%he must call out that word the same number of times as the number indicates. $or eample+ 69
cupboard, then !cupboard, cupboard, cupboard1 and the S gets the e2ual points -6.. )t the end, the S with the
most points wins1 0ood for memori=ing vocabulary since they are repeating words also can be adapted to play
a comprehension game after reading tet.
Blindold !o"rse: *ake an obstacle course in your classroom -use desks, chairs, etc.., have the class guide
him%her through the course by giving instructions -e.g. walk forward 4 steps, turn left, take on small step, etc...
This is a good game to teach directions. 7an have 3 child blind folded with another holding him or her.
Blindold G"ess: 'lindfold a S and give him%her an object to feel. The S must guess what the object is. This
works well with plastic animals as they are a little challenging to guess. )lso adapt to teach prepositions.
Board Scra#ble: T puts the whole alphabet on the blackboard in a scramble of letters -or vocabulary. here
and there, but low enough that the Ss can reach it. Have two teams and call out a letter. The person that is
able to find and circle it first wins a point for their team. To make things harder have capital and small letters.
(ven more challenging9 have four teams all looking for the same letter.
!an $o" Actions: Use this game for teaching !7an you...>! !?es, # can@! !/o, # canAt@!. These actions are
fun+ wiggle, dance, run 2uickly, hop, skip, do a star jump, do a handstand, touch your toes, cross your eyes,
snap your fingers, whistle, sing. (.g. )sk a S !7an you cross your eyes>!. #f the S replies !?es, # can@! then
say !Ok, go1! and the S does the action. #f the student says B/o, # cant@C then try another action
!ar Race: This is basically a DU#E game in which you ask children 2uestions -Target Focabulary. like+ !,hatAs
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this> ,hat fruit is red and round> 7omprehension 2uestions etc. ?ou can work with individual Ss or split the
class into small groups%teams. The T draws on the board a race track and each team or S will be a car waiting
at the Starting Gine -use either a magnet or blutack with some small car pictures.. They will approach the 0oal
line as they answer each 2uestion and move the car 3 spot for each correct answer. )lternatively use the
students to be human game pieces and when they cross the line they win.
!ategory %riting Race: Hivide the classroom into I or J groups. (ach group chooses their !captain!. The
teacher chooses a category like !$KU#T! or !7OGOKS! or !)/#*)GS! or grammar such as 9 verbs, nouns,
adjectives etc. The captain has pen and paper and is the writer each member of the group tells their captain to
write down as many words as they can which belong to that category within the timeframe of 496 mins. (ach
group gets 3 point for each word.
!&arades: Have a S come to the front of the class and whisper a word or show a $7 to that S. The S the acts
out that word and the first S to guess can be the net player. This works very well with action verbs and
hobbies%occupations. Variation: divide the class up into teams 9 the first S to guess wins a point for his%her
team.
!lot&es '"n: Students form teams of 6. (ach team has a bag with some clothes in it. The first team member
puts on the clothes. He%She must say, !This is my shirt!, !These are my trousers!, !This is my hat! etc., with
each item of clothing. Then when all the clothes are on, they say, ! #Am dressed! and start removing the
clothes, passing them to the net team member, who repeats the process. #f you have some fancy high9heeled
shoes and silly hats this is a really fun game1 Fery young beginner students will normally only say, !shirt!, !hat!
etc. *ake it into a race by bringing in 4 or 6 lots of clothing.
!olo"r !ircles: ) good activity for young kids. 0et some pieces of )6 paper and draw a large circle on each
one. <in the circles on different walls in the classroom. *odel the activity+ Say !'lue!, take a blue crayon,
walk over to one circle and color a small part of the circle. Ho this for each color you plan to teach. Then, say
a color -!'lue!. to a S and s%he should pick up the blue crayon and go over to the circle you colored in blue.
Get him%her color it a little and then call him%her back. 7ontinue with other Ss.
!onversation Ball Toss : "ust throwing a ball suddenly makes everything fun. <ut students in groups and sit
them on the floor. Hemo ; then have a student ask the target 2uestion -eg. How old are you>How are youC,
BHow old are you>C ,hat can you do> ,hat food do you like> ,hat&s your favourite colour> ,hat do you want
to be> (tc. He%she tosses the ball to another student who answers the 2uestion then asks the 2uestion to
another student and so on. ?ou can make this into a race if you like. #t also works well with two lines and
students tossing the ball back and forth in a B=ig =agC.
!orrecting Mistakes ga#es: Hivide the class into two teams. ,rite up 3:93J sentences on the board, and tell
the class that each one contains a mistake. -Tell them to read the phrases and look for the mistakes as you are
writing them up 9 no time wasted1. /aturally the phrases should be graded according to the level of the group,
and ideally should concentrate on points of grammar and vocabulary which you have studied recently -keep a
record of mistakes made by students during the lesson this is an unthreatening, anonymous and fun contet in
which to highlight them.. ,hen youAve finished, give each team 3:: points. Team ) chooses a phrase for Team
' to correct 9 obviously theyAll choose a difficult phrase -i.e. one theyAre not sure about1. Team ' decides how
many points theyAd like to gamble -obviously the more confident they are, the more points theyAll gamble., and
after consulting for a minute they give their answer. #f they identify the mistake, they add these points to their
total. #f not, they lose them. Team ) then get a chance to pick up bonus points by correcting the phrase 9 if they
can they get the points that Team ' bet. -This means they will be consulting at the same time, so everyoneAs
brain will be focussed on the phrase.. #tAs then the turn of Team ' to choose a phrase for Team ) to correct.
-7ross out the phrases already chosen.. The maimum bet should be 3:: points, otherwise there is the risk
that one team will run away with the game very 2uickly. #t can take a while -impose a strict time limit for
consultation. The winner plays the net team.
!ross t&e River: <lace flashcards on floor in a winding manner. (ach card represents a stepping stone in the
river, as students must say word%phrase%2uestion%etc in order to step on it and cross the river1
(o as ) say* not as ) do: ) ASimon saysA game with a difference. $irst practice Simon Says with the Ss so that
they understand the game and body parts. #t works just as well omitting the ASimon saysA. /ow tell them to do
as you S)?, not as you do, and repeat playing the game 9 only this time, when you say Atouch your kneesA etc,
touch your ears instead, or any other part of your body. This is a good way to see who is listening to you
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correctly and who is just copying your movements. Ss find this game much more fun than the original.
E+plosion or Pass t&e parcel: 0ive the students a topic and an object to pass around. (ach student has to
say a word in that topic -e.g. food 9 apple, cake etc.. before the time runs out. #f the time limit ends the student
left holding the object loses.
'ly s,atter ga#e+ Hivide the students into 4 teams. 0ive the first in each team a fly swatter. ,rite the same
array of answers on the board for each side. )sk student ) a 2uestion -a letter, blend, word, comprehension
2uestion, number, definition, etc... The first one to slap the write answer on the board wins a point. They get
three 2uestions and then they pass it to the net one.
-ang#an: The old favorite. Fery good for reviewing vocab from past lessons.
) spy: T says !# spy with my little eye something that begins with '!. Ss try to guess the object -e.g. !book!..
7olors are a good alternative for younger Ss -!... my little eye something that is red!..
."ice: 'ring a large bottle of juice ; some paper cups -e.g. orange juice. and or some cut up cake or biscuits
; napkins to class. )sk who would like some and !7an # have some juice, please>! Say this sentence to the
first S and get him%her to repeat it 9 only give him%her some if the sentence is said correctly. That student then
picks another student etc -student /o 3 must answer B?es, you canC repeat once a week and before long your
Ss will be re2uesting a drink, food in perfect (nglish1
/abel )t: #ntroduction to basic vocabulary. )s long as the learners are able to identify beginning letter sounds,
they should be able to do this activity. To familiari=e my students with names of objects found in the
classroom, # label everything with an inde card that has the itemAs name on it. Then # have them repeat what #
read as they point to the item. The net day, # remove the cards and go through them one at a time and we
place them on the correct item together. The third day, # let them label whatever they can on their own. #
continue this for a few days. ,hen they are able to independently label most of the items, # surprise them by
having them labeled incorrectly. Then they have to straighten out the mess. ?ou can adapt this to any noun9
based vocabulary list -e.g. types of food, body parts, rooms in a house, animals, etc.. that you can post
pictures of.
/ine Tr"e or 'alse: <ut a line of tape on the floor and designate one side !True! and the other !$alse!. Hold
up an object or flashcard and say its word. #f Ss think the you have said the correct word they jump on the
True side, if not they jump on the $alse side. #ncorrect Ss sit out until the net game.
Make %ords Ga#e: ,rite a few random letters on the board. Have the Ss work in pairs%small groups to make
up as many words from the letters as possible -e.g. letters+ g, h, a, t, p, e, c. <ossible words+ cat, peg, tea, hat,
get, etc... The team with the most words is the winner. 0ive a time limit.
Me#ory: <ut several flashcards on the board. <oint and students say. Kemove the flashcards 5 say go and
students write as many as they can remember.
0a#e Me#ori1ing Ga#e: Have children sit in a circle. Start by saying !my name is..! and then answer a
2uestion about yourself. $or eample !*y name is "o and # like the color <urple.! The net person says !This is
"o and he likes the color purple and my name is Kose and # am 8 years old.! 0o around repeating the process
for more advanced students add ys !That is "o he likes <urple, this is Kose and she is 8 and # am "eremy and #
like the color blue.! #tAs a chain and the kids have to repeat what the last people have said about themselves.
#tAs really hard to be the last person in the circle1
2dd32ne32"t: ,rite 6 or four words on the board. Ss must circle the odd9one9out -e.g. cat , horse, cake* bird..
7an use for grammar as well.
P&onics Bingo: ,rite some letters on the board and students choose L of the 3:. They put into their grid.
Teacher calls out the sound ; they circle, cross or put bottle tops on the letter. Until they get the L. )lternative+
as above but say a word and they cross the matching initial phonic sound eg say tan and the cross out T.
Pictionary: 0ood for reviewing vocab. <ick a S and show him%her a picture or whisper a word into his%her
ear. The S draws the picture on the board and the first S to guess the picture gets to draw the net picture.
This can also be played in teams with a point system.
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Pict"re -"nt 2b4ective: vocab or phonics+ 0ive students picture flashcards. Teacher holds up word flashcard
or points to the word written on the board asks the class who it is. Students insert the word in the song. )ll
sing+
Oh where oh where has the policeman gone oh where you where can he be, 1 2 3!
The student who has that picture has to stand up ; hold up the picture before the word 6 and wins 6 points for
the team.
Slapping ga#e+ 7an be used for -a letter, blend, word, sentence, etc..
*aterials+ Set of 2uestions on paper ; corresponding answers on board. $lashcards -animals.
Hemonstrate 5 0et 4 or 6 people up to the board have some answers written on the board related to the topic
being taught. )sk student ) a 2uestion. The first one to slap the write answer on the board wins a point.
0et everyone to do, ie they write the answer and hold up the answer. 7ount which team has the most correct
and award points.
Snatc&: #n groups of 6 place the picture cards on the desk facing up. Teacher asks students to put their hands
on their heads. Teacher says one occupation%type of fruit etc and the first person to snatch the card keeps it.
7ontinue until all cards have been Bsnatched.C )lternatively use word cards instead of the picture cards.
T&ere is5t&ere are: To practice there is%there are. 0ive your students a list of 2uestions, and have them go
around the school, to answer the 2uestions in full. Duestions could be+ How many doors are there in the
school> How many computers are there in the lab> How how many plants are there in pots> How many tables
are there in the classroom>, etc
Tic Tac Toe : Have random vocabulary from the theme you are teaching on the board. <oint and students sing
the chant 9 Tic Tac here we go where we stop noone knows . )s soon as they stop the chant point to a word ;
students say it and then keep saying the chant. #t is a fast way of revising.
%&ere6s Teddy7: Hide the teddy. ,rite phrases on the board such as 5 under the desk, in the cupboard,
behind the chair, on top of the shelf etc etc. Students choose a phrase, say it and then come and check if they
are wrong 5 cross the phrase off the board and the net student tries. 7an divide the class into teams.
%orks&eet race+ (ach group is given a different worksheet. They have M minutes to complete as much as
possible the whistle blows and they stop and do the net worksheet. Students with the most correct wins.
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