SECRET CODE

Level: Any Level

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:
o xbml up uif cpbse - walk to the board
o 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.

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.
1. 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.
2. Write on the received paper what the subject did (suggest funny or outrageous
actions), fold it over and pass it on to the right.
3. 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.
4. Have the students unfold their stories, and read them silently. Help anyone who
cannot read what the others wrote, or doesn't understand.
5. Ask one student at a time to read "their" story aloud, or turn the stories in for the
teacher to read. Funny!
VACATION CARDS
A deck of cards
Imaginative theme that could be crafted into some sort of story. For example: send
the teacher on a vacation.
List on the board:
A exciting
2 depressing
3 expensive
4 heroic
5 romantic
6 fantastic
7 sad
8 almost fatal
9 cheap
10 dramatic
J happy
Q weird
K change one option
1. Prompt the Ss a little to get them started; perhaps offer a beginning to the story.
2. Ss continue making an oral story by drawing one card and continuing the story
along the lines. For example: if they get 4, then the T/protagonist must do something
heroic or some kind of heroic event must occur. If Ss draw a K, then they change
one option. This seems to help keep the momentum in the game.
3. Continue through all cards, with the stipulation that the story must be concluded by
the end of the deck.

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!
BINGO (encourages memorization and listening comprehension)
1. Give each S a nine-square grid, with three rows of three squares each.
2. The Ss select nine of their word or picture cards and arrange them at random on the
grid.
3. The caller (T or S) picks a card from a duplicate set of cards and calls out the word
or phrase indicated on the card.
4. If the Ss have that card on their grids, they turn the card or cover it with piece of
paper.
5. The first S to cover three squares across, down, or diagonally wins the game.
Variations:
Instead of using a grid, Ss can simply arrange their word or picture cards in columns or
rows, or students can simply write the vocabulary words in their grids.

BOARD RACE (involve the Ss to compete to demonstrate their recall of new vocabulary)
Variation 1
1. Divide the class into teams.
2. Place a row of word or picture cards along the chalk or marker rail.
3. Say one of the words, and one S from each team races to the board to touch the
correct card.
OR Instead of placing the cards along the chalk or marker rail, say a word and have
Ss compete to draw a picture of the word.
4. The first team member to respond correctly wins a point for his or her team.
5. The team with the most points wins.
Variation 2
1. Have the class form a line near the board.
2. The first two Ss in line come up to the chalk rail.
3. Give each S a pointer (ruler or marker).
4. Call out one of the words.
5. Ss race to touch the card and repeat the word.
6. The winning S remains at the chalk rail to challenge the next player. The losing one
passes the pointer to the next S in line.

CHARADES (involves using gestures to express meaning) / PELMANISM

1. Place word or picture cards face down in a pile.
2. One S takes a card from the top of the pile without showing it to the rest of the class.
3. After looking at the card, the S acts out the word using gestures.
4. The class must guess the action.
Variation:
Instead of using word or picture cards, T can simply whisper the word or phrase to the S.
CONCENTRATION (helps build memory skills)
1. Separate the Ss into pairs or groups of three or four.
2. Give two sets of picture cards to each group and place them facedown in random
order on the desk.
3. One at a time, Ss turn over two cards and try to find two identical cards.

REBUS SENTENCE
1. Write a sentence on the board combining simple sight words with the words taught.
For example: write the sentence This is an apple, but replace the word apple with a
drawing of an apple.
2. Ss read the sentences together.
3. Replace the picture of the apple with a picture of a ball (and change an to a).
4. Continue with other words.
5. Encourage the Ss to contribute ideas.

FILE GRIDS
1. Make one nine-square grid (the squares should be numbered) inside a file folder for
each S.
2. Divide the class into pairs.
3. S1 draws pictures of objects from previous units in each square of his or her grid.
4. S2 must recreate S1s grid by asking questions.
S2: One. What is it?
S1: Its (a bat).
5. After completing one grid, partners compare their pictures.
6. Reverse roles after several exchanges.

CATCHING THE WORDS

1. Divide the Ss into two groups.
2. T mentions a word, Ss run into the word which is written on the board.
Variation:
T mentions a word, Ss run to the board and write the word.

MARCOPOLO
1. One S has their eyes closed, and the other Ss hold a paper with a word with them.
2. The S with their eyes closed need to find a word mentioned by T.
3. Other Ss give direction to find the S with the word mentioned.
TENNIS
1. Divide the class into two teams.
2. Name a category, e.g. colors.
3. Have one team serve by calling out a color.
4. Have the opposing team return by naming another color.
5. Have the teams continue to volley until one repeats a color, says something that
isnt a color, or hesitates for too long.
6. Repeat steps 2 to 5 with different categories. Keep score as in a tennis match.

PICTURE DICTATION
1. Hand out a blank piece of paper to each S.
2. Tell the class that T will read a short description and that T would like them to draw a
picture of what they hear described.
3. Read slowly and pause after each sentence to allow the Ss time to listen and draw
what they hear.
4. When T has finished reading, show them the picture that T described and let them
assess the accuracy of their drawings.

THE CORRDINATES GAME

Needs:
1. Draw a grid on the board with one cell for each piece of vocabulary/grammar
structure that would like to be reviewed.
2. Label one axis of the grid with numerals and the other with letters so that each cell
has a unique letter or numeral code, e.g. A1, B2.
3. Write the vocabulary terms/grammar structure to be reviewed in the cells.
4. Copy the grid on a blank piece of paper, but this time fill the grid with different point
values that correlate to the difficulty of the language the Ss are meant to produce.
For example: A1 might be marked as the simple past tense and have a point value
of 100; D4 might have marked as the past perfect and have a point value of 500.
Procedure:
1. Split the class into two teams.
2. Have each team take turns selecting coordinates and attempting to make sentences
using the vocabulary/grammar structure.
3. Award points for correct answers with the point value grid.
I SPY
1. Pick an object that is visible to everyone in the room.
2. Prompt the Ss to ask close-ended questions in order to guess what the object is. For
example, if the object chosen is a long, blue pencil and the S asks, Is it red? T
responds, No, it isnt.
3. Have the S that correctly guesses the object game to the front of the class and
choose the next object for their classmates to guess. Make sure they tell the T what
object they have picked so that T can monitor for misleading answers.
Variation:
1. Start the game by saying I spy with my little eye something that starts with the letter
. . . and give the letter of the alphabet that begins the word. Encourage Ss to guess
objects that begin with that letter of the alphabet.
2. Limit the Ss to a maximum of 20 questions.
3. Have the class start the game by asking Is it animal, vegetable or mineral? Note:
limit the object something in the room.

CALL MY BLUFF
1. Divide into two or three groups.
2. Allocate a word/phrase to each team and give them the real definition.
3. Instruct each group to make two other false, but plausible definition for the
word/phrase.
4. Check the definition.
5. Have each group present the definitions.
6. Have the other groups guess which definition is correct. Award points.

ALL THE ALPHABET

Each S mention adjective/noun/verb in alphabetical order which is included in a sentence.
S1: My best friend is A
S2: My best friend is B
etc.
Exclude letters J, K, Q, X, Y, Z

FIND EXAMPLES OF
1. Write a list of vocabulary on the board.
2. Ask of examples that match the list.
3. Have Ss work individually or pairs.
4. Set a time limit. Compare.
FIND EXAMPLES OF 2
1. Bring in pictures.
2. Have Ss find pictures of recently studied nouns, e.g. circle and name all the cooking
utensils can be found in the kitchen.
3. To review grammar forms, have Ss to locate example of a target structure in their
books.

THE SENTENCE MACHINE

1. Show a picture.
2. Ss write as many sentences as they can within the time limit.

SENTENCE AUCTION
1. Find out grammar mistakes in a text.
2. Pay for correct sentence.
3. Auction off the sentences to the highest bidders.

WHACKY WRITING Round Robin

DESERT ISLAND
1. The T describes the task to the Ss: You are stranded on a desert island a long way
from anywhere. There is a fresh water spring on the island, and there are banana
trees and coconut palms. The climate is mild. Make a list of eight to twelve things
which you think are necessary for survival. Ss work on their own.
2. Ss pair up and compare lists. They agree on common list of a maximum of ten
items.
3. Ss discuss the new lists in groups of 4-6 Ss. They decide on a group list of a
maximum of eight items and rank there according to their importance.

EVERYDAY PROBLEMS
- Individual Ss describes a problem they have, e.g. always forgetting their keys, not
being able to remember names, oversleeping, etc. The others try to suggest ways
and means of helping with the problem.

FIND THE MATCH

1. Hold up a picture card.
2. Ask the Ss to identify the item and hold up their matching word card.
3. Have S volunteers ask some of the questions.
GUESS THE WORD
1. Divide the class into groups of three to five Ss each.
2. S1 thinks of a word and writes one letter from the word on a piece of paper. The
other Ss try to guess the word.
3. If no one has guessed correctly after the round, S1 adds another letter to the word.
4. The S who guesses S1s word thinks of the next word.

HIDDEN WORDS
1. Place the word or picture cards along the chalk rail and cover each card with a
number card.
2. Divide the class into two teams.
3. S1 from Team A calls out a number. Reveal the word or picture card that is under
that number card.
4. Give the student a count of three to say the word.
5. If the S says the word correctly, give the team a point. If the student cannot
remember the word, cover the word up again and allow S1 from Team B to call out a
number.
6. Play alternates back and forth between teams until all the words have been said.
Variation:
Instead of using cards, T can write the words on the board. Cut out several pieces of paper,
each piece large enough to cover a word. Write number on the pieces of paper and tape
them over the words.