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You are hereEFL/ESL Speaking Games
Teach English in Asia
EFL/ESL Speaking Games
EFL/ESL games to practice speaking skills
Secret Word
Instructions
1. Student A leaves the room.
2. The other students choose a secret word
3. Then student A returns and has to ask questions to elicit the secret word
4. Example questions include: Is it a character/object, Where does it live, What tasks can it be used for, etc.
Notes
I only have a class of ten students so it is easy to get everyone involved. So any variations for a bigger class are welcome,
* Add new comment
Telephone
Instructions
1. Divide class into groups of 6 or more, and arrange each group in a straight line or row.
2. Ask for a volunteer listener from each group. Take them outside of the classroom and give them a message (one sentence or more, depending on student level).
3. Open the door, and let the students run to the first member of their group to whisper the message.
4. Each member passes the message, by whispering, to their neighbor.
5. When the message reaches the end, the last person should run to the board and write the message that they heard.
The winner could be determined in various ways: first team to pass a legible, complete message (even if it's wrong), first team to finish, first team with a message closest to the original.
Variations
- Ask the last student to repeat the message to YOU, and write it on the board yourself. This is a good way to practice pronunciation, and to determine which sounds students have trouble with.
Notes
This game could take up 5 minutes or 30, depending on how much time you have and how interested the kids are. I've used it with high schoolers in Korea and they loved it. We spent over half the class on this activity.
* 10 comments
Word Challenge
Instructions
1. Have students get into teams of 4-10 people
2. One person from each team does rocks, paper, scissors
3. Winner says a word and opponent tries to write the word correctly
4. If they get it right, their team gets a point
5. If they get it wrong, the person who said the word can write it out for a point for their team
6. Have another person from each team play 'Word Challenge'
Variations
* Make an 'arena' in the middle of the class for two students to face off
Notes
Students will start to look up difficult words to stump the other team. Remember to to a follow-up assignment for words used, such as teaching the class the meanings and having students make sentences with the new words.
A big thanks to Nick for this EFL/ESL game!
* 8 comments
Three Kingdoms
Instructions
1. Place a number of cards with the words "Who," "What," "Where," "When," "Why," and "How" face down
2. Among the cards is a "China" card
3. Divide the class into three groups and designate them as one of the ancient Korean kingdoms: Shilla, Baekje, and Goguryeo
4. All "kingdoms" start with 100 points
5. Groups take turns flipping over and one card at a time and make a question with the word
6. For every correct question they make, they get two "Army" cards, which have a power of ten
7. For every third correct question, they get a "Castle" card which grants 50 bonus points. (Ask: "Who do you want to attack?)
8. After making a correct question, groups can choose to continue taking Army cards OR they can choose to use up their army cards to attack another group and destroy their points
9. However, whoever turns over a "China" card will cause ALL groups to lose one Castle (-50 points) and ALL their Army cards!
Variations
* Make smaller groups and include other "kingdoms" such as Gaya and Mahan
* If you are teaching in other countries change names
o For example, if you are teaching in China, you can change the "Kingdom" names to states or dynasties in Chinese history and have the "Huns" or ;quot;Mongols" as the killer card
* Include other question words, not just the standard who, what, where, when, why, and how
* Put grammar or trivia questions on cards
* Assign each group a "capital city" as a starter castle and city names or specific castle names to "castle cards," this way you can also "Who do you want to attack?" and "Where do you want to attack?" or "What do you want to attack?"
Notes
A big thanks to Ogedei for this ESL/EFL game!
* 5 comments
The Hot Seat
Instructions
1. Break class into 4 or less teams
2. Place a 'hot seat' in front of the class and facing away from the board
3. Each team selects a leader
4. One team is up at a time and their leader sits in the hot seat
5. Write ten words on the board so the leader can't see them
6. Number the words 1-10
7. Each team member is assigned a word or words on the board
8. Some team members may have more than one word
9. Team members take turns communicating their word to the leader without
saying the word with no spelling, writing, or drawing allowed
10. Team members can say 'pass' if their word is too difficult
11. Each team has 1 minute to get as many words as possible
12. The team with the most points at the end wins
Variations
* Use simple words like animals or days of the week for weaker students
* Use the word 'pass' as one of the words on the board to challenge strong students
Notes
This game can be challenging to explain so preparing directions in the student's native language can be helpful.
A big thanks to Steve for this EFL/ESL game!
* 26 comments
Spin the Coin
Instructions
1. Lay out an arbitrary number of flashcards in a circle
formation, making sure the edges of the flashcards are touching (i.e.
no “holes” in the circle: taping the cards down helps)
2. Give each player some marker pieces (colored chips work well)
3. Prepare a 'coin' from cardboard, etc. with a line on each side, from the center of the coin to the edge
4. Spin the coin in the middle of the circle and have the first student slam their hand down on the coin
5. The
line on the coin serves as a pointer and the student says the
vocabulary word or grammar structure on the card the line points to
6. If they are right, they place one of their markers on the card
7. The first student to get rid of all of their markers wins
Variations
* Use pictures for less advanced students
* Have special flashcards such as 'place your marker on any available card' or 'remove 1 marker from a card'
* Only allow one marker on each card
Notes
If you are using only a few flashcards, make the number of markers be equal to the number of flashcards.
A big thanks to David for this EFL/ESL game!
* Add new comment
Sentence Jumble
Instructions
Preparation:
1. Make a series of sentences, three more than the number of teams in your class
2. Print the sentences in large text
3. Cut each sentence into separate words
4. Put each sentence into its separate envelopes
5. Number each envelope with a marker
Instructions:
1. Diving the class into pairs or small groups
2. Give each team one envelope
3. Students arrange the words into a correct sentence, copy it into their notebooks, and put words back into envelope
4. When finished, students say the sentence, show their notebooks, and bring their envelope to the teacher
5. If sentence is not correct, they go back and fix the error
6. If sentence is correct, they can swap their envelope for a new one with a different sentence
7. The first team to unscramble all of the sentences is the winner
Variations
* Use easy sentences for less advanced students
* Use more complex sentences for more advanced students
Notes
This game is a sure success with any level or age group
A big thanks to Brian for this ESL/EFL game!
* 4 comments
Running Dictation
Instructions
1. Break students up into groups of 3-4, or pairs for small classes
2. Put one sentence on a piece of paper for each team
3. One leader from each team goes to the board and tries to remember their sentence
4. The leader returns to their group and dictates the sentence while team members write it down
5. First team to finish correctly gets a point
6. Change words/sentences and switch leaders
Variations
* Use pictures for children who can't spell and have them draw the picture instead of writing the words
* Use multiple sentences for more advanced students
* Place
sentences around the room and have each group member do one each.
* Groups have to put the sentences into the right order before turning in the paper
Notes
Make each team's paper different so students don't simply listen to other teams. Leaders are not allowed to take their paper, write down anything, or yell across the room. They are allowed to return to board to look at their paper as many times as they like. Use words from class to reinforce learned vocabulary and grammar structures.
What are your variations? Leave comments on other variations below...
A big thanks to I for this EFL/ESL game!
* 18 comments
Run and Write
Instructions
1. Give each team a list of words
2. Have each team select a leader
3. Teacher says one word from list several times
4. Teams search for word, then have leader go to board and write word
5. Leaders must give teach a Hi-five after writing the word correctly
6. First leader to give the teacher hi-five gets five points
7. Next leader to finished gets 4 points, next one 3, etc
Variations
* Use sentences for higher levels
* See Running Dictation
Notes
You can make a word list or just use the word index in the back of your textbook. Students cannot shout letters out to leader but they can show it to her/him as many times as they need. Encourage them to say the letters out loud when the leader come over for help. Subtracting a point from noisy teams helps keep things under control.
Make sure to switch leaders after every word and do a follow up exercise with the words used.
A big thanks to Nick for this EFL/ESL game!
* 2 comments
Nim
Instructions
1. Prepare sets of at least 12 flashcards for each group
2. Lay out a number of flashcards in several rows
3. Any number of rows is possible
4. I like to use at least 12 cards in a 3x4 format
5. Players take turns saying and removing any number of cards from a single row
6. The player who has to take the last card loses
Variations
* Play with the alphabet where the student who says “Z” loses
* Play with numbers where a number is set ahead of time to be the last number
* Have the loser perform a silly task
Notes
A big thanks to David for this EFL/ESL game!
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Language Games
TEACHING INDEX | NEXT-----Highly recommended to all English language schools/teachers/learners: DICEWORDS
Elementary
Pre-intermediate
Teaching Index
Intermediate
Higher intermediate
1. Word Prompts
2. Kim's game (longer & longer lists)
3. Guessing nouns via "Is it + adjective" questions
4. Market trader: guess the connection (I can sell + LIST)
5. Comparisons: How is XXX like YYY?
6. BLIP (sometimes known as COFFEE POT) Guess the verb
7. Guess the ADVERB
8. The Preposition Game
9. Classroom observation
10. Simon says (Action verbs + Parts of the body)
11. TELEGRAMS / MESSAGES / ANAGRAMS
12. Find your partner (Stick self adhesive labels to Ss' backs)
13. What's my nationality? Who am I?
14. What's my job? (from open lists) Guessing games (closed lists)
15. The Airline HELP desk - miming
16. The Yes/No Game (from Michael Miles: "Take Your Pick")
17. Word in edgeways (Conversation game)
18. Consequences (Paper & Pencil game)
19. CHARADES: book / play / song / film / musical
20. 20 Questions: Animal, Vegetable or Mineral (Abstract with V connections)
01
Word Prompts
Team A
Team B
Students from Team (B) have to guess the words on your LIST. Before each guess, say a word which will help Team (B) to guess correctly. But DO NOT SAY THE WORD ON YOUR LIST.
Students from Team (A) have to guess the words on your LIST. Before each guess, say a word which will help Team (A) to guess correctly. But DO NOT SAY THE WORD ON YOUR LIST.
YOUR LIST (Team B must guess)
YOUR LIST (Team A must guess)
A1 horse
B1 car
A2 window
B2 Big Ben
A3 elephant
B3 cup
A4 England
B4 floor
A5 teacher
B5 kangaroo
A6 London
B6 lemon
A7 river
B7 Russia
A8 book
B8 ice cream
A9 Margaret Thatcher
B9 Micky Mouse
A10 karate
B10 bath
02
Kim's game (longer & longer lists) see Rudyard Kipling for origin of game
In my [pocket] [shopping bag] [house] [garden] [country] [dream], there is / are / was /were
(The teacher imposes the necessary restrictions according to the vocabulary area)
I packed my bag and in it I put:
an X (longer & longer list)
an X and some Ys.
an X, some Ys, a Z, an ___ and some _____s
(As you go round the class each student has to recite the existing list and add an item in the same category).
03
Guessing nouns via "Is it + adjective" questions
Guessing Games: Vocabulary. Questions with ADJECTIVES
Group A
Questions to ask opposing team(s)
1. chair
Ask YES/NO questions:
2. bus
Is it big / round /square / rectangular?
3. head
Is there one in this room?
4. bicycle
Can we eat it?
5. computer
Is it made of wood / plastic / metal?
6. chocolate
Ask your own questions
Group B
Questions to ask opposing team(s)
1. tree
Ask YES/NO questions:
2. shoe
Is it small/yellow/light/dark/circular?
3. tea
Have you one in your house / country?
4. knife
Do you like it?
5. finger
Is it used every day?
6. button
Ask your own questions
Group C
Questions to ask opposing team(s)
1. bra
Ask YES/NO questions:
2. pen
Is it larger than a chair?
3. mouse
Can I see one now?
4. coffee
Do you find it indoors or outdoors?
5. jumbo jet
Are there a lot of them in this school?
6. mobile phone
Ask your own questions:
Group D
Questions to ask opposing team(s)
1. cat
Ask YES/NO questions:
2. house
Is it hard / soft / high / tall / low ?
3. gate
Is it liquid or solid?
4. guitar
Do I see one every day?
5. sugar
Have you got one in your house / with you?
6. washing machine
Ask your own questions:
04
Market trader: guess the connection (I can sell + LIST)
Ss: I'm a market trader and I can sell (camcorders) (compact disks) (televisions).
T: That's right. You can.
Ss: I'm a market trader and I can sell (steam engines) (saucepans) (guitars)
T: No you can't.
CONNECTION: Invented after 1900.
Other possible restrictions
1. objects must begin with the same letter as the S's first name.
2. objects must begin with the same letter as the first name of S on the right of speaker.
3. must be in the room
4. must be made of special material / must include wood or metal
5. must be objects you can grow.
Instructions
Each student has a turn of saying "I'm a market trader and I can sell...."
The person who knows the connection (T or S) gives feedback (Yes, you can or No, you can't.
The students must guess the connection. Either call it out or write it down after a reasonable number of examples have been given.
05
Comparisons: How is XXX like YYY?
Finding Connections (Word Fields and Adjective Comparisons
Group A
How is XXX like YYY?
How does XXX differ from YYY?
X
Y
X
Y
1. milk
cheese
3. café
restaurant
2. computer
television
4. umbrella
sunshade
Group B
How is XXX like YYY?
How does XXX differ from YYY?
X
Y
X
Y
1. kettle
teapot
3. doctor
dentist
2. moustache
beard
4. cooker
fridge
Group C
How is XXX like YYY?
How does XXX differ from YYY?
X
Y
X
Y
1. horse
dog
3. beer
whisky
2. sock
stocking
4. wristwatch
egg-timer
Group D
How is XXX like YYY?
How does XXX differ from YYY?
X
Y
X
Y
1. ice
snow
3. dictionary
encyclopaedia
2. chemist
pharmacist
4. record
compact disk
06
BLIP (sometimes known as COFFEE POT) Guess the verb
Each student is given a VERB. (See that it is suitable for the level of the class).
In pairs or as a whole class, discover the VERB through QUESTIONS.
The nonsense word "BLIP" should be substituted for the target VERB.
Write sample QUESTIONS on the board
When / Where / Why / How do you blip?
Can you blip someone / something / somewhere?
Do you often blip?
Did you blip yesterday?
Are you blipping now?
Are you going to blip this weekend?
Have you blipped since you arrived in England?
Do you like blipping?
Do you blip with your hands?
If I saw you blipping, would you be embarrassed?
The aim of the game is not to guess the meaning of the word "Blip" straight away. When you think you know the meaning of the word "Blip", you could ask further questions which make the meaning of the word "Blip" clear to the rest of the class or which amuse the student who is answering the questions.
Sample Verbs
cook
live
cry
love
dance
read
draw
run
dream
shout
drink
sing
drive
sleep
eat
swim
fight
talk
fish
think
fly
undress
jump
worry
kiss
argue
paint
bathe
plan
complain
rest
diet
scream
explore
sew
fidget
smile
translate
hesitate
understand
iron
vacuum
joke
whisper
knit
win
move
yell
oversleep
zigzag
07
Guess the ADVERB
One student goes out of the room. The rest of the class think of an adverb or the teacher selects one and writes it on the board for everybody to see. It is rubbed off the board before the student outside returns.
The returned student asks a variety of questions to different students. They all answer in the manner suggested by the adverb.
Alternatively, the returned student can ask members of the class to do things. They then have to perform the actions in the manner suggested by the adverb.
After hearing a sample of answers or observing a sample of actions performed by different students, the student who originally left the classroom is then asked to guess the adverb.
quickly
slowly
noisily
quietly
angrily
politely
sadly
happily
sleepily
shyly
loudly
rudely
drunkenly
nervously
romantically
confidently
anxiously
hesitantly
calmly
lovingly
doubtfully
ungrammatically
warmly
coldly
timidly
08
The Preposition Game
The teacher thinks of a room of a house and a hiding-place in which to hide an object.
(1) I've hidden YOUR BIRTHDAY PRESENT and today is YOUR BIRTHDAY!
Ss: Have you put it __________________________?
(2) I hid my mother's Christmas present LAST CHRISTMAS!
Ss: Did you put it ____________________________?
(3) I'm going to hide my brother's Christmas present NEXT CHRISTMAS!
Ss: Are you going to put it ________________________?
(4) EVERY CHRISTMAS, my uncle hides my present!
Ss: Does he put it ________________________________?
Practise different tenses. A student can choose a hiding-place and the rest of the class can ask the questions. Alternatively, students can work in pairs.
09
Classroom observation
Seat TWO students at the front of the class facing the white/black board with the other students looking on. The two students are both given a chance to answer each question and they are awarded points for correct answers.
Sample Questions
1. How many windows / tables / chairs / students are there?
2. What are their names?
3. Who is sitting next to Z / between X and Y / opposite X / on the left / on the right?
4. What is (s)he wearing? / What colour is Z's shirt.
Alternatively, seat students in pairs back to back and issue them with a checklist of vocabulary for describing physical appearance and clothing:
Height tall/short
Build well-built
Age middle-aged
Hair style curly
Hair length long
Eyes large-eyed
Shape of head oval
Complexion fresh
Article of clothing
Material
Pattern
Colour
shirt / skirt etc
dark green
plain /checked
light blue
Ask them to describe each other using suitable words from each category.
I spy with my little eye - something beginning with + letter ABC
The objects sighted must be in view of all the students in the classroom.
10
Simon says (Action verbs + Parts of the body)
Students should only obey the commands if you preface each one with Simon says. If you omit the preface Simon says any student who obeys the command can no longer participate in the game. The last student to remain in the game is the winner.
Simon says: "hands up", "hands down", "thumbs up", "thunbs down", "fingers up", "fingers down".
Simon says: "touch your eyes / ears / nose / mouth with the forefinger / middle finger / ring finger / little finger / of your (right)(left) hand.
Simon says: "put your right hand / left hand / both hands on your right / left knee."
Simon says: "shut / open your eyes", "stand up / sit down", "stand on your right / left leg".
Simon says: "bend your knees / body", "straighten your knees / body".
Simon says: "fold your arms", "put your arms by your side".
Simon says: "wave your right hand", "STOP", "jump up and down", "STOP".
Simon says: "point at the ceiling / floor with the forefinger/ middle finger / ring finger / little finger / of your right / left hand.
11
TELEGRAMS / MESSAGES / ANAGRAMS
TELEGRAMS / MESSAGES
Each student tries to write a telegram (or short e-mail message!) using the letters of their name as the initial letters of the words e.g. TED = Treasure Every Day.
Place-names can also be used:
LONDON: Living On Nothing Drives One Nuts.
ENGLAND: Every Nice Girl Loves A Non-alcoholic Drink.
TOKYO: Thinking Of Kissing Yoko Ono.
JAPAN: Jokes About Politicians Are Normal.
STOCKHOLM: Sexy Toyoto Owners Can Kiss Happily On London Motorways
SWEDEN: Sociable Women Eat Doughnuts Every Night
ANAGRAMS
As an alternative to a straight spelling test, the words can be given with jumbled letters:
CESANSYRE
IRDAO
VITLSEENOI
OOCKRE
TNEHCKI
STTE
HANGMAN
This is a popular game. It is very useful at low levels and the words which students have to guess can be restricted to areas of vocabulary (i.e. themes or semantic sets) or new words introduced in a particular lesson.
12
Find your partner (Stick self adhesive labels to Ss' backs)
The teacher prepares SELF-ADHESIVE TYPEWRITER ADDRESS LABELS ( which can be purchased in rolls to stick on the backs of all the students in the class.
Each label contains a real person's name or the name of a character from fiction or television cartoons. Each named person should have a natural partner, for example if you write a label with the name ROMEO, there should also be a label with the name JULIET stuck on somebody's back. If you have an odd number of students in your class, stick a label on your own back, but let the students do the questioning.
Questions must be of the type that can either be answered with YES or No:
Am I man or a woman? Alive or dead? European or American? Real or fictitious?
Am I a character from a cartoon or a book? Am I rich? Am I famous?
Have I been in the news recently? Am I someone from your country? Britain?
Do I work in sport / music / entertainment / the cinema / the theatre?
ROMEO
JULIET
TOM the cat
JERRY the mouse
POPEYE
OLIVE OIL
Prince Philip
Queen Elizabeth II
Micky Mouse
Minnie Mouse
Stan Laurel
Oliver Hardy
King Juan Carlos
Queen Sofia
André Agassi
Steffi Graff
Nelson Mandella
Winnie Mandella
John Lennon
Yoko Ono
Richard Burton
Elizabeth Taylor
Bonnie (gangster)
Clyde (gangster)
Tarzan
Jane (jungle girl)
The Lone Ranger
Tonto (cowboy)
Prince Charles
Princess Diana
Cindarella
Prince Charming
13
What's my nationality? Who am I?
Student (A) thinks of a nationality
Student (B) asks:
"Do you wear______________?"
"Do you drink / eat _________ ?"
"Do you play (sport) or (game)?"
"Do you play the (musical instrument)?"
"Does it rain / snow a lot there?"
"Is it very hot / very cold there?"
"Do the people like ______ there?"
"Are the people there tall / short / romantic / hard-working / rich / poor?
Student (A) thinks of a famous person, fictitious character or cartoon character?
Student (B) asks YES/NO questions as in 12. Find Your Partner.
14
What's my job? (from open lists) Guessing games (closed lists)
Questions for those guessing
Do you work indoors or outdoors? / in a trade or profession? / in a factory or an office?
Do you work with your hands? Do you wear a uniform? Do you work long hours?
Do you work from 9-5? Do you work regular hours? Do you work at weekends?
Do you work with people or machines? Are you in a service industry?
Do you sell something? Do you earn a lot of money? Must you have good qualifications to do your job?
Jobs
GROUP 1
1. police officer
2. nurse
3. farmer
4. shopkeeper
5. scientist
6. artist
7. princess
8. dressmaker
9. civil engineer
10. bricklayer
11. caretaker
12. accountant
GROUP 2
1. singer
2. cook
3. secretary
4. student
5. driver
6. engineer
7. president
8. painter
9. chiropodist
10. fishmonger
11. receptionist
12. mathematician
GROUP 3
1. actor
2. teacher
3. manager
4. soldier
5. gardener
6. musician
7. writer
8. chemist
9. social worker
10. surgeon
11. bee-keeper
12. newsagent
GROUP 4
1. doctor
2. housewife
3. baker
4. pilot
5. factory worker
6. cowboy
7. builder
8. dentist
9. solicitor
10. secret agent
11. dustman
12. air-hostess
Miming lists of jobs: A & B teams
Student A chooses ONE of the jobs in Groups 1 and 2 above.
Student B chooses ONE of the jops in Groups 3 and 4 above.
The students have to mime their jobs so their partners can guess what they are.
15
The Airline HELP desk - miming
Write a role card for each student in the class giving them a problem which could occur in an airport. Each student has to mime their problem. The class try to guess the problem by asking questions, but the student with the problem is not permitted to speak. They can only signal YES or NO.
This is a good game for teaching vocabulary in a memorable context. The stranger the problem, the more probable it is that the words will become part of the class's active vocabulary.
Example of a problem:
My wife's gone through passport control with my boarding card. She is wearing a long red coat and is carrying a rolling pin. Can you find her?
A pigeon has flown into the Food Hall and is eating the fruit cake.
The game is especially good for supplying the right formulae in difficult situations where languages may be a problem:
The Airline HELP desk can be moved to another environment e.g. a language school, a hospital or a hotel (See CUP Maley & Duff's hotel receptionist).
16
The Yes/No Game (from Michael Miles: "Take Your Pick")
Different students volunteer to be asked questions. They must avoid saying the words "YES" or "NO" for a given period of time e.g. 1-2 minutes.
This is done by using expressions like: "I do", "I am", "that's true", "that isn't true",
"that's not correct", "exactly", "precisely", "that's right", "that's correct", "I think so",
"probably", "possibly", "usually".
The questioners can try to trap them through deliberate misunderstanding and
echo questions: "Did you say usually? So you said you live in Stuttgart? Perhaps?
Questions
Do you come from Australia? Are you sure you don't?
Are you single or married? So you're divorced. You're not interested in marriage?
Do you like English food? So you LOVE English food. You think it's the best in the world?
Have you been to Florence? So you haven't been to Italy?
Which is more important - health or money? You said "health"?
How many brothers and sisters do you have? Fifteen?
Would you like a million pounds? So you're not interested in money?
Are you more intelligent than your parents? So you're less intelligent?
Did you say you were stupid?
Do you like your teacher? Is he / she the best teacher you've ever had?
The best in the world?
What are your hobbies? So you like listening to folk music?
Can you use a computer / play the piano? You can?
17
Word in edgeways (Conversation game)
Students work in pairs. Each partner is given a strip of paper with an unusual sentence written on it. They keep this concealed. If possible they try to learn the sentence off by heart.
Then they start conversing about any subject, but their real object is to get their given sentence into the conversation without their partner realising and before their partner is able to do the same. To do this successfully they have to move the topic of conversation towards a context in which their sentence could naturally occur.
Sample sentences for strips:
1. The farmer was carrying a yellow guitar.
2. Elvis Presley was waiting on Brighton Station
3.The bottles were full of green milk.
4. She kissed him on the nose and went to bed.
5. The French student wrote twenty love letters.
6. The policeman was dressed in pink shoes and a bow-tie
7. The plane landed on the roof of Buckingham Palace.
8. The beauty queen made me a cup of tea.
9. The fly took off again and landed on my pillow.
10 The dog slipped on the banana skin and broke its leg.
11. The water was so deep that the child had to call for help.
12. The king was glad that nobody wanted his autograph.
To win the game, you have to continue speaking for a while after getting your sentence into the conversation without being correctly challenged. You can also win by correctly challenging your partner as soon as you think they are reciting their sentence. If your challenge is wrong, you lose the game. It is therefore good strategy to set traps for your partner by including strange sentences in the conversation which differ from your given sentence.
18
Consequences (Paper & Pencil game)
Each student is given an A4 sheet of paper with some fields to fill in. They only fill in ONE field in order (from the top to the bottom) and fold the sheet over to the next continuous line _____________________________________________________ to hide what they have written. They then pass the paper on to the next student who fills in the next field and fold the paper over to the next line before handing the sheet to the third student. This continues until all the fields are hidden. The paper is then passed on once again. Each paper will contain an amusing story (sequence of events). This is read aloud by the student. If the student's reading is poor, then the teacher should read the story out again using correct intonation and stress to bring out the humour.
Name of a man famous or one in your class _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________________________________________________
met
Name of a woman famous or one in your class _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_______________________________________________________________________________
at / in / on
Name of a Place _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_______________________________________________________
He said to her
"_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ "
________________________________________________________
She said to him
" _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _"
_________________________________________________________
Consequence _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________________________
19
CHARADES: book / play / song / film / musical
One or two students agree on the title of a song, a book, a play, a musical, a TV programme or a film (Note that films are often given different titles in different countries). They then tell the class how many words there are in the title. If any definite or indefinite articles occur in the title, the students must tell the class where they occur in the title. They must also say whether the title is from a song, a book, a play, a musical, a TV programme or a film. They must not say the name of the title.
EXAMPLES (If the students are at a lower level, you can give them the titles)
Fatal Attraction (2 words) (The title is from a film)
Cats (1 word) (The title is from a musical)
Gone With The Wind (4 words: the 3rd word is the definite article) (It's from a film)
Red is the colour (4 words: 3rd word is the definite article - a song)
Starlight Express (2 words) (It's from a musical)
Chess (1 word) (It's from a musical)
I wanna hold you hand (5 words. 2nd word is slang made up from 2 words: a song)
Blowing in the Wind (4 words: the 3rd word is the definite article) (It's from a song)
My Bonnie lies over the ocean (6 words: the 5th word is the definite article - a song)
Imagine (1 word) (It's from a song)
Les Miserables (2 words including the French definite article) (It's from a musical)
Octopussy (1 word) (It's from a film)
From Russia with Love (4 words. It's from a film)
Oliver Twist (2 words) (It's from a book)
Paperback writer (2 words - a song)
EastEnders (1 word with a capital letter in the middle) (It's from a TV program)
Tom and Jerry (3 words - a TV programme)
Popeye the Sailorman (3 words: 2nd word is the definite article - a TV programme)
Neighbours (1 word) (It's from a TV program)
Romeo and Juliet (3 words) (It's from a play)
A Midsummer Night's Dream (4 words: the 1st word is the indefinite article) (a play)
The students who have thought up the title then have to mime it. They can point to any REALIA (e.g. maps on the wall) in the classroom. If the game is proving too difficult for everybody, allow the mimers to sketch on the board or make animal noises, but THEY MUST NOT WRITE or give away any of the words in the title.
The other members of the class have to guess the title. You can set a time limit or limit the number of guesses. The game is one of co-operation between the students who are miming and those who are guessing. A quick result points either to an easy title to mime or good paralinguistic communication skills.
Some students like to mime every word in the title in consecutive order; others mime whole situations which point to the full title.
20
20 Questions: Animal, Vegetable or Mineral (Abstract with V connections)
A student thinks of any object, substance, animal, person or abstract noun and declares whether it is animal, vegetable, mineral or abstract ("love" would be declared as abstract with animal connections) (People count as animal!)
Phrases which identify a well-known object such as uncle Tom's cabin are permitted.
The other students are limited to 20 questions. If they cannot guess the word(s) within the allotted number of questions, then they lose the game. This is a competitive game. The class can compete against the teacher, taking equal numbers of turns at selecting the object or asking the questions, and the TEACHER and STUDENT scores can be recorded on the board. Teachers should adjust the level of difficulty when it is their turn to select objects to make a fairly equal contest.
Bibliography
Maley, Alan CUP 2005 Drama Techniques: a resource book of communication activities
Maley & Duff CUP 1978 repr 1980 Drama Techniques in Language Learning
Lee,WR OUP Language Teaching Games & Contests
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Reading Games and Teaching Tips from DORBOOKS
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Dorbooks Reading Games (excerpted from Phonics Pathways, © 2005 Dolores G. Hiskes): Sometimes reading a whole page of lessons can be daunting to beginning readers. Why not break it up, and make it more fun? It's the same material, but in a different, more digestible format -- smaller, bite-sized pieces in a game format that can be so much more enjoyable to young learners!
1. ECHO (For short-vowel sounds)
Individual or Classroom:
Make a list of about 10 words that begin with the short-vowel sound you are working on, such as the "a" in "apple," using the picture words from the short "a" page. Sprinkle in about 5 words that do not begin with that sound, such as "rug," etc.
Mix the words up, and read them slowly with emphasis. Students should repeat the word if you say a word beginning with that sound, but put their hand over their mouth and say nothing if the word begins with another sound. Repeat this activity with the rest of the vowels as they are learned.
2. ALL IN A ROW (For short-vowel words)
Classroom:
Have five students stand in a row in front of the class, each one holding up a sheet of paper with a very large vowel written on it. Read words containing random short-vowel sounds, each time choosing a student to go up and stand by the person holding the correct vowel and say the vowel sound.
Individual or Classroom:
(a) Write the vowels horizontally in large letters on a chalkboard, and have your student point to the correct letter and repeat the sound.
(b) Make a master sheet with large vowels on top and vertical lines separating each one, and have your student write the letter in the correct column after you say the sound.
3. YOU'RE ON THE AIR:
Classroom:
Everyone opens their book and reads the same page. Walk around with a portable microphone, and choose a student randomly to read out loud into the microphone. All students should follow along, reading silently and running their finger under the word/sentence being read. Each one must be ready to be "on the air," as nobody knows who will be chosen next!
4. FISHING MARATHON
Classroom:
Use the computer to make little word, phrase, or sentence strips taken from the page you are working on. Cut them out, fold them in two and put them in an empty kleenex box. Divide the class into two groups. Students take turns reaching in the box, catching a "fish" and reading it. The first group to finish wins the fishing marathon!
Individual:
Use the computer to make little word, phrase, or sentence strips taken from that page. Cut them out, fold each one, and put them into a *Reading Box* for your young learner to pick out himself, open, and read one at a time. It's just what many students need! They enjoy being *in control,* fishing them out of the box, and reading them one by one, all by themselves.
5. LIFE BOAT
Classroom:
Put 8 "lifeboats" (carpet-squares, towels, etc.) on the floor in a row. Eight students march around them while you read a variety of words, most of which contain the sound you are working on but some of which do not. When you read a word not having that sound they must sit on or touch a lifeboat. Remove one lifeboat each time. Students must share the dwindling supply until only one lifeboat is left. (Make sure it is the biggest one!)
Individual:
Student "swims" (read "marches") around and around a "lifeboat" (see above) while you read words which contain the sound you are working on. When you read a word that does not, he must sit down as quickly as he can in the lifeboat before it drifts away!
6. MUSICAL CHAIRS
Classroom:
Put 9 chairs in a row, every other one facing backwards. Eight students circle the chairs while you read a variety of words, most of which contain the sound you are working on but some of which do not. When you read a word not having that sound the students scramble to sit down. The student left standing goes back to his seat. Remove a chair and keep playing until only one student is left.
7. TREASURE HUNT
Classroom:
Copy the page you are working on, cut the words, phrases, or sentences into equal sizes, and fold them up. Hide them around the room, and see who can find the most "treasures!" They must read each note as it is found. (This could also be played with two teams, depending on the classroom setup and number of students.)
Individual:
For individual use, another way to play it is have one note lead to another. Write the word/phrase/sentence down, fold the paper in half, and on one side of the folded half write a clue as to where the next note can be found, such as "On a bed," "In a pot," "On a desk," etc. Each clue leads to the next one. (Having some kind of treat at the very end is always a great motivator!)
Our family loves Treasure Hunts! We do it for birthdays and other special days with a gift at the other end. The pleasure our family derives from this activity is greater each time a birthday or holiday rolls around and we have our special Treasure Hunt--adults included!
(Since our two grandchildren had different reading abilities when younger, these clues were written for obviously varying reading levels. The simpler clues were printed in much larger letters, and were used by our fledgling reader, who was just beginning to read three-letter words and simple sentences. The other clues were read by her older brother. At this point in time both of them can read almost anything, so the clues naturally are far more complex.)
Make sure that one note always leads to the next one! Numbering them can help. Mix or match as desired, use as many or few as desired. Make up your own clues. Happy hunting!
Click here to read some sample clues to get you started on your Treasure Hunt!
Teaching reading is really very simple - anyone can teach it,
and everyone can learn!
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Kosong....
Death of a Salesman By Arthur Miller
NIM A320080304
Kelas B
A. The Character and Characterization
Main Characters
o Willy Loman - a 63 year old once popular salesman who’s lost his popularity and sales, not to mention his mind.
o Biff Loman - a 34 year old son of Willy who has been searching for himself while working on farms in the west to the dismay of his father.
o Happy Loman - The younger brother of Biff who tries in all he can to please his father and attempts to continue his father’s dream after he dies.
o Linda Loman - The wife of Willy who tries to protect Willy’s feelings and can’t make herself confront him if it means hurting his feelings.
Minor Characters
o Bernard - A bookish friend of Biff and Happy who urges Biff to study in high school to no avail, however, he himself makes it as a prominent lawyer and goes to argue a case to the supreme court at the end of the play.
o Charley - Bernard’s father who is fairly successful and offers Willy a job which Willy refuses on the basis of pride.
B. Setting, place and time
Setting
Late 1940s; Willy Loman's house; New York City and Barnaby River; Boston
Place
o Willy’s house - Small house in New York surrounded by apartments.
o Restaurant - Restaurant where Stanley works where the Lomans were supposed to have dinner at the end of the play.
o The hotel - The hotel where Willy stays while in New England for his business trips. This is where Biff catches his father in the affair.
Time
Date premiered : 10 February 1949
C. Language style
The style and devices Miller uses enhances Willy’s mental state. By using flashback and reveries, he allows the audience to get into the mind of Willy Loman and brings us into a sense of pity for him. Miller also uses a lot of motifs and repeated ideas through the play to give the viewers an idea of what Willy and his situation is all about. Personal attractiveness is an oft repeated motif. It shows that Willy believes that personal attractiveness makes one successful, but his belief is shot down by the success of Charley and Bernard who, in his mind, are not personally attractive. Other motifs are debt which sadly the Lomans escape after Willy dies, stealing which Willy condones, even encourages, the boxed-in feeling of Willy, the idea that Willy’s life is passing him by, expressed in the quote, “The woods are burning,” and Ben’s success and the qualities that brought about his success.
D. Plot the story
Biff returns from the west to visit his family although he doesn’t know how long he’s going to stay. Happy is glad to see him, but Willy seems strangely irritated. He talks to old friends he imagines to the chagrin of his family, but no one has the heart to confront him about it. Willy has a flashback of a time when Biff and Happy were promising high school students. In the flashback, Willy gives his sons a punching bag. He also condones Biff’s stealing of a football and doesn’t encourage them to study as much as they should. He emphasizes being well liked. After the flashback, Happy talks with Willy and asks him why he didn’t go to New England for his business trip. Willy explains that he almost hit a kid in Yonkers. He also tells his sons of his brother Ben who made a fortune on a trip to Africa.
Charley comes to Willy’s house at night complaining of not being able to sleep. Charley and Willy play cards, but at the same time, Willy hold a conversation with his imaginary brother. Charley has no idea what’s going on and leaves. Willy continues the conversation regretting that he stayed in American while he could have gone to Alaska or Africa with his brother and made a fortune. While Willy is having this imaginary conversation, Biff talks with Linda and asks her about Willy’s condition. Linda explains that she can’t bring herself to confront Willy about it. She also tells Biff that Willy has attempted suicide by crashing the car several times. Willy comes out of his reverie and speaks with his family about their jobs. Happy has an idea of starting a line of sporting goods so Biff decides to go to Bill Oliver to ask to borrow money. Willy decides to go to Howard the next day to ask if he can work in New York so that he wouldn’t have to drive 700 miles to work.. The next day Willy goes to Howard and Biff goes to see Oliver. They decide to celebrate their success by going out for dinner at night. When Willy talks with Howard, he loses his temper and begins yelling at Howard who in turn fires him. After Biff goes to see Bill, Bill doesn’t remember him and doesn’t lend him money. At night, Biff and Happy arrive at the restaurant before their father. Biff explains to happy that he didn’t get the money, and happy encourages his brother to lie. Willy arrives. Biff tries to tell Willy that he didn’t get the money and that he stole a fountain pen from Bill. However, Happy is at the same time lying to Willy that Bill warmly welcomed Biff. Willy apparently accepts Happy’s version. Willy tells his sons that he was fired and falls into his reverie having a flashback of the time Biff caught him in his affair. He remembers that it was that moment that Biff’s life ended. Happy does not want to put up with his father and leaves with Biff and two girls they met earlier at the restaurant. The two of them arrive home late and the coldly receives by Linda. Biff confronts Willy about his suicide attempts and Willy denies everything. He tells Biff that he did not get any money from Oliver and has no hope go get any money. He accuses Willy of not know who he really is. However, after this, Biff cries and leaves. Willy realizes that Biff loves him and decides to celebrate by killing himself by crashing the car which would give his family 20 thousand dollar in life insurance. No one but his family and Charley goes to his funeral.
E. Conclusion
o The moral value of the story
If we want to get what we want and being needed by others we should hard work to get and to be that. If we just imagine and imagine or day dreaming, that won’t be come true.
o Kind of The Story
This story is classified as “man vs. society”, because the conflict arises because of Willy cannot be proper father for his family and as a man in his society he is failed.
Death of a Salesman By Arthur Mill
NIM A320080304
Kelas B
A. The Character and Characterization
Main Characters
o Willy Loman - a 63 year old once popular salesman who’s lost his popularity and sales, not to mention his mind.
o Biff Loman - a 34 year old son of Willy who has been searching for himself while working on farms in the west to the dismay of his father.
o Happy Loman - The younger brother of Biff who tries in all he can to please his father and attempts to continue his father’s dream after he dies.
o Linda Loman - The wife of Willy who tries to protect Willy’s feelings and can’t make herself confront him if it means hurting his feelings.
Minor Characters
o Bernard - A bookish friend of Biff and Happy who urges Biff to study in high school to no avail, however, he himself makes it as a prominent lawyer and goes to argue a case to the supreme court at the end of the play.
o Charley - Bernard’s father who is fairly successful and offers Willy a job which Willy refuses on the basis of pride.
B. Setting, place and time
Setting
Late 1940s; Willy Loman's house; New York City and Barnaby River; Boston
Place
o Willy’s house - Small house in New York surrounded by apartments.
o Restaurant - Restaurant where Stanley works where the Lomans were supposed to have dinner at the end of the play.
o The hotel - The hotel where Willy stays while in New England for his business trips. This is where Biff catches his father in the affair.
Time
Date premiered : 10 February 1949
C. Language style
The style and devices Miller uses enhances Willy’s mental state. By using flashback and reveries, he allows the audience to get into the mind of Willy Loman and brings us into a sense of pity for him. Miller also uses a lot of motifs and repeated ideas through the play to give the viewers an idea of what Willy and his situation is all about. Personal attractiveness is an oft repeated motif. It shows that Willy believes that personal attractiveness makes one successful, but his belief is shot down by the success of Charley and Bernard who, in his mind, are not personally attractive. Other motifs are debt which sadly the Lomans escape after Willy dies, stealing which Willy condones, even encourages, the boxed-in feeling of Willy, the idea that Willy’s life is passing him by, expressed in the quote, “The woods are burning,” and Ben’s success and the qualities that brought about his success.
D. Plot the story
Biff returns from the west to visit his family although he doesn’t know how long he’s going to stay. Happy is glad to see him, but Willy seems strangely irritated. He talks to old friends he imagines to the chagrin of his family, but no one has the heart to confront him about it. Willy has a flashback of a time when Biff and Happy were promising high school students. In the flashback, Willy gives his sons a punching bag. He also condones Biff’s stealing of a football and doesn’t encourage them to study as much as they should. He emphasizes being well liked. After the flashback, Happy talks with Willy and asks him why he didn’t go to New England for his business trip. Willy explains that he almost hit a kid in Yonkers. He also tells his sons of his brother Ben who made a fortune on a trip to Africa.
Charley comes to Willy’s house at night complaining of not being able to sleep. Charley and Willy play cards, but at the same time, Willy hold a conversation with his imaginary brother. Charley has no idea what’s going on and leaves. Willy continues the conversation regretting that he stayed in American while he could have gone to Alaska or Africa with his brother and made a fortune. While Willy is having this imaginary conversation, Biff talks with Linda and asks her about Willy’s condition. Linda explains that she can’t bring herself to confront Willy about it. She also tells Biff that Willy has attempted suicide by crashing the car several times. Willy comes out of his reverie and speaks with his family about their jobs. Happy has an idea of starting a line of sporting goods so Biff decides to go to Bill Oliver to ask to borrow money. Willy decides to go to Howard the next day to ask if he can work in New York so that he wouldn’t have to drive 700 miles to work.. The next day Willy goes to Howard and Biff goes to see Oliver. They decide to celebrate their success by going out for dinner at night. When Willy talks with Howard, he loses his temper and begins yelling at Howard who in turn fires him. After Biff goes to see Bill, Bill doesn’t remember him and doesn’t lend him money. At night, Biff and Happy arrive at the restaurant before their father. Biff explains to happy that he didn’t get the money, and happy encourages his brother to lie. Willy arrives. Biff tries to tell Willy that he didn’t get the money and that he stole a fountain pen from Bill. However, Happy is at the same time lying to Willy that Bill warmly welcomed Biff. Willy apparently accepts Happy’s version. Willy tells his sons that he was fired and falls into his reverie having a flashback of the time Biff caught him in his affair. He remembers that it was that moment that Biff’s life ended. Happy does not want to put up with his father and leaves with Biff and two girls they met earlier at the restaurant. The two of them arrive home late and the coldly receives by Linda. Biff confronts Willy about his suicide attempts and Willy denies everything. He tells Biff that he did not get any money from Oliver and has no hope go get any money. He accuses Willy of not know who he really is. However, after this, Biff cries and leaves. Willy realizes that Biff loves him and decides to celebrate by killing himself by crashing the car which would give his family 20 thousand dollar in life insurance. No one but his family and Charley goes to his funeral.
E. Conclusion
o The moral value of the story
If we want to get what we want and being needed by others we should hard work to get and to be that. If we just imagine and imagine or day dreaming, that won’t be come true.
o Kind of The Story
This story is classified as “man vs. society”, because the conflict arises because of Willy cannot be proper father for his family and as a man in his society he is failed.
ya rabb,...
C.I.N.T.A. yang engkau berikan begitu indah.
C.I.N.T.A. itu begitu suci.
hanya saja manusia yangslalu mengubah makna C.I.N.T.A. menjadi semu.
jika memang dia yang kau kirim untuk menjadi penyejuk hati ku, akan ku berikan ketulusan hati ini untuk nya.
jika memang bukan dia, aku akan slalu mengenangnya sebagai sebuah anugrah terindah.
atas rasa C.I.N.T.A., atas rasa R.I.N.D.U., aku bersujud memohon sebuah petunjuk agar C.I.N.T.A. ini menjadi lurus.
