50 ideas to learn english

7/31/2019 50 Ideas to Learn English

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Soft balls


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ALL KEYSTAGES S L R W V G P

Its an activity to review topics.

Pupils make a big circle.

The teacher throws the ball saying a topic; the pupil who catches the ball has to

say a word that belongs to this topic and throw the ball again.

Noughts and crosses

KEYSTAGES 2/3 S L R W V G P


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The teacher makes a 3x3 square on the blackboard.

The teacher turns nine flashcards round and sticks them on the squares.

The class is divided into two teams: Noughts and Crosses.

A team starts saying a number from 1 to 9.

The teacher turns the flashcard round. If the team knows how the word is called

in English, the teacher will replace the flashcard with a nought or a cross,

depending on the team.

The objective is to put three noughts or crosses in line.

Drawing Dictation



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The teacher dictates some words that children have to draw in a sheet of paper.

Guess the number

KS ALL S L R W V G P

The teacher thinks about a number from 1 to X (depending on the level).


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Pupils have to guess the number.

The teacher gives as a clue: More than two or Less than 10.

Pupil can get the role of the teacher and think about a number.

Back to the board


Pupils get in groups of three.


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Two of them can see the blackboard; the other one has his/her back turned. The

teacher writes or sticks a word on the blackboard.

The two children that can see the blackboard have to give clues to the third one

to be able to guess it: Its a kind of food, Its sweet, etc.

Spelling race


The teacher dictates a word letter by letter.


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Pupils have to guess the word before the teacher had told all the letters of the

word.

For example: E-L-E-P. (Elephant!)

Simon Says

KEYSTAGE 1 S L R W V G P

The teacher gives an order by saying Simon says touch your head.


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Pupils have to imitate the order only if the order is told after Simon says.

If not, they have to rest without doing anything. If children do the action, they

are out.

The last child left in the game becomes the new caller.

Back writing



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Each pupil uses his/her finger as a pencil and writes a word on his/her classmates

back. This classmate tries to guess the word.

If he or she guesses it before the writer finishes, he/she get three points.

If he or she guesses it after the word has been written once, both children get

two points.

If the words has to be written a second time, they only get one point.

Kims game



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The teacher shows a list of words (three/four).

Pupils have to memorise them for one minute.

Then, the teacher hides them and they have to write them down.

Through the peephole



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The teacher chooses a picture and does not let children see it.

The teacher places five sheets of paper with holes of different sizes over the

picture (the sheet with the largest hole on the bottom and the smallest on the

top).

Children have to guess which picture is only by looking at a small section. They

have to ask Is it.? and the teacher answers: No, it is not or Yes, it is!.

If anybody does not guess the picture, the teacher removes the top sheet and

the hole is bigger now.

Letter jumble



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The class is divided into pair or groups.

The teacher writes some words about a topic on the blackboard and gives each

group a set of small cards where children write each letter of the words written

on the blackboard.

Then they have to mix the letters and then recompose each word. The teacher

walks around checking the words and asking the children to read out the words.

For older students, the teacher can write sentences better than words and

pupils have to recompose the sentence word by word, stead letter by letter.

Categories



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The teacher draws 4-6 vertical columns across the board. Each column should

represent a theme. Divide each column into five squares of equal size that

represents a question. In each theme there are five questions of different levels

that punctuate from 10 to 50. The class is divided into pairs or trios. Each group

chooses a name.

The first group chooses a theme and number (We would like animals for 20 or

Animals for 20) and the teacher makes the corresponding question. After a short

time, if they answer correctly, the teacher writes the name of the group in the

square. If not, the next group can answer it or choose another one. Play two

rounds and the teacher adds up the scores.

Draw, Fold and Pass



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The object is to draw crazy people or monsters and afterwards describe them.

The teacher gives each child a piece of paper. They draw a head and then fold the

page back at the base of the head and everyone passes their paper to the person

on the right. They draw the next part of the body and fold the papers back again

and pass them on again. The drawing game continues until the feet.

When all the pictures are finished, unfold them to reveal the crazy creations.

In turn, the children describe the pictures using all the phrases they know.

The theme of the pictures can be changed: vehicles, buildings, etc.

Beetle drive



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The teacher draws a large beetle on the blackboard and labels each part with

numbers from 1 to 6.

Divide the class into groups of four/five people.

Children can draw the different parts when they obtain the corresponding

number rolling the dice.

Children who complete the whole drawing the first win. The rest continue playing

until the whole group completes their drawings.

It can be used with other themes such as vehicles.

Two dice can be used in order to increase the number of parts.

Memory



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The teacher divides the class into groups of four/five people and give each group

a set of ten picture pairs.

They shuffle the cards and place them face down in a grid form.

A child turns two cards face up and says This is a shirt and this is a tracksuit.

If the two cards match, the child keeps the pair and has another turn. If not, the

child puts the cards face down again and the next child turns over two cards.

The child who collects the most pairs wins.

Children have to look for opposites, singular/plural, and cards from a

common topic.

Bingo



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The teacher can give pupils the grid with the different drawings or can give them

the grid where pupils have to draw six-nine pictures from some that the teacher

shows them.

The teacher puts the pictures in a box and mixes them. He or she pulls out one

and shows it to the children, saying: This is a bicycle.

Children who have the drawing cover the space with a counter.

The fist child to cover all the spaces on his/her grid wins and he or she can

become the caller.

The revision box



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The teacher uses a vocabulary box. This box must mainly comprise of words on

pieces of paper (either verbs, adjectives, adverbs etc..) all said by the learnersthemselves in previous lessons.

The box with all the words is circulated around the class .Each learner isgiven a chance to pick a word from which he / she will have to construct a

short and grammatical sentence.

Each sentence said is written on the board just as the speaker said it.

After 12 to 20 sentences the sentences are analysed to see if they aregrammatically correct with the emphasis placed mainly on the word from

the vocabulary box.

Correction of the sentences can then be done and learners, again dependingon time available, prompted to produce the correct sentences with the

same word from the box.

A Story Treasure Hunt



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A class selects a well-known fable or folktale. The plot is simplified into a

sequence of events that can be transcribed onto cards with short sections of the

tale on each. Students hide the cards throughout the school or classroom. A

treasure map showing the exact location where all the cards are hidden, is given

to another class (Or, with clues, one card can lead to the next). Groups of

students must find the cards and assemble them in correct order. The treasure is

finding the WHOLE story. Two classes can trade treasure hunts by putting the

stories on two different-coloured cards.

Stop the bus


Put the students into teams of three or four.


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Draw on the board a table like the ones below and get each team to copy it

onto a piece of paper.

Students simply have to think of one item to go in each category beginning

with the set letter.

The first team to finish shouts Stop the Bus! . Check their answers and write them up on the board and if they are all okay

that team wins a point. If there are any mistakes in their words, let the

game continue for another few minutes.

If it gets too difficult with certain letters (and you cant think of one for

each category) reduce the amount of words they have to get. You can say.

Ok. For this round you can Stop the Bus with 4 columns.

Animals Colours Food Clothes Countries Sports

T Tiger Turquoise Tuna Trousers Tunisia Tennis

Spelling tests



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Divide the class into teams and give each team a set of Scrabble letters (You

always get more of the most common letters and not so many of the least

common). Get them to spread out the letters on the table so theyre all facing up.

Then give clues for words you want to test them on, e.g. the day before

Wednesday, students write TUESDAY on the table by selecting the scrabble

letters. Whats 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.

Chinese whispers



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A sentence is whispered around the circle of students. The last student to

receive the message either says it aloud or writes it on the board.

A variation of this is to get the students into two lines (team A and B) in

front of the board, so the first student in both lines is really near the

board and the teams are lined up behind him/her. You whisper a sentence

or a question to the two students at the end of the line and they pass it

down the line until it reaches the students nearest the board who then

have to write the sentence on the board.

Get rid of it



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You need two sets of cards. White cards for the words and another colour

(yellow?) for the questions. Put all questions in a bag or hat at the start of the

game.

Give each student at least three word cards, placed in front of them on their

desks.

Choose one card from the hat and read the question. Students study their word

cards. Whoever has the corresponding word can get rid of it. The winner gets rid

of all his cards first.

Wall dictionary



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Prepare a colourful piece of paper which can be used as a background for the wall

dictionary.

Sew 26 pockets on it (or use glue/sticky tape) and label each pocket with a letter

of the alphabet.

Ask the children to prepare sets of letter cards by writing the 26 letters on

some small pieces of paper. They put their letters into the pockets.

We can use this wall dictionary at any time to practise spelling.

For example, divide the class into three or four groups. They listen to words and

then choose letters from the pockets to spell the words.

Rhyming pair game



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This activity is a pronunciation and memory game. Split the class into small groups

and give a rhyming pairs set of cards for each group with one word on each card.

Ask each group to place all of their cards face down on the table. Students must

take it in turns to turn over two cards. They must say the two words out loud to

see if they rhyme. If the two cards rhyme, they can keep them.

When there are no cards left on the table, each student counts how many cards

they have to see who the winner is.

For this activity students need to recognise that some words have a similar

pronunciation even though the spelling is very different.

Show the card



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The teacher gives a set of cards with a picture or word using several minimal

pairs for each pupil. For example: sheep/ship, but/boot, bed/bad, why/way,

bean/bin, sleep/slip, pig/big, live/life, tree/three

The teacher says a word and the students rise up the appropriated card.

The tongue twister game



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To practice the pronunciation of difficult sounds.

The teacher writes some English tongue twisters on the board or on pieces of

paper to distribute to students.

The teacher asks them to read the tongue twisters aloud.

Then faster.

Then three times in a row.

Here are some examples:

- She sells sea shells on the sea shore- A proper copper coffee pot

Sound pictures


To associate pictures with sounds


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The teacher asks the children to make a sound picture with sounds which are

more difficult for the class

The children draw an object that has this sound such as 'chair'. Inside the

picture of the chair they can write other words with the same sound such as hair,

wear, scared.

This can be an ongoing activity with posters on the walls which they can add to.

It's a useful way of familiarizing children with some of the sound / spelling rules.

This game also helps students who have a visual learning style.

Word trees

KEYSTAGE 2/3 S L R W V G P

To practice vowel sounds.

Divide the students into groups.


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For each sound under study, provide a cut-out of a large tree.

Write or paint the sound/letter on the trunk of the tree.

Ask the students to hang words on slips of paper containing the sound from the

branches of the tree.

Display the accumulated trees on the classroom wall as the term progresses.

Use them for periodic pronunciation review.

Whos got the rubber?


To practice intonationGive out a paper sheet for each student (In one of the sheets it is written youve

got the rubber in the rest of sheets other classroom objects youve got the


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pencil-case, . the ruler). Explain that someone has stolen your rubber and they

are going to help him to find it. Ask (exaggerating intonation) one of the pupils

Have you got the rubber? and he answers offended and with indignation:

Meeeeee? I havent got the rubber. Ive got the ruler (or whatever object).

Then you ask another classmate Anna, have you got the rubber? and she answers

Meeeee? I havent got. And so on this dialogue pattern is repeated till the

pupil whos got the rubber is asked for it.

Using songs


To practice rhythm, stress and intonation.Choose a song that has lots of rhyming words in it at the ends of its lines.


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Take the rhyming words out of the song and put them on a worksheet or on the

board.

Then talk about how songs often have rhyming words at the ends of lines.

The students listen and attempt to put the words back into the song.

This can be attempted before they listen with more advance learners.

Telephone role-plays


Put the learners into pairs.


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Organise pairs of chairs back to back. If not, ask learners to stand back to back.

This means they cannot see their partners' faces or gestures.

Hand out pairs of role cards, e.g. 1a and 1b, to each pair. Demonstrate one

situation with two volunteers if you wish.

Ask your learners to role-play each situation. As they finish one situation, take

the cards back and give them another.

If you are using these cards as practice, you will need to have prepared

your students with some common telephone expressions

The secret code game



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Give out the sweets or lollipops wrapped with the slips of paper. This paper will

have a hidden message which will have to be worked out by students if they want

to eat their sweets or lollipops.

Tell students that each letter used represents the previous letter in the alphabet

( Note: Z comes before A).

Once students understand, allow them two minutes to work out their messages

individually. The first one to find out the hidden message should read it out to

the rest of the class and carry out the instructions on it. Continue around theclass until everyone has deciphered their messages. Give help as needed.

Picture dictation in pairs



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Give students a list of objects and get them to draw their own pictures with all

those objects in them.

The students then work in pairs.

One student describes their picture to their partner and their partner draws

what they hear.

They then swap roles and afterwards they compare the pictures they drew with

their original drawings pointing out the differences.

Running dictation



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It is a very useful activity because it develops the four skills.

Children are divided into groups of four/five people.

The teacher sits down on a chair in the centre of the classroom with some sheets

of paper that contain some written information in them.

A child of each group has to run from their seat to teachers seat to read the

information and then, he/she has to come back his/her seat and dictate what

she/he has read in the sheet of paper.

Then, other child goes to look for some more information.

Flapbooks



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They are useful to work grammatical structures such as Subject+ Verb+

Complement. It consists on an amount of strips stapled together that can be

combined between them.

Subject I He She It We

Verb play sing makes has do

Complement basketball a song a drawing a car a cake

Reading corner


Reading should be an enjoyable activity.

If you have the facilities, make a reading corner.


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It should be a quiet and comfortable place where children can sit and read.

When they finished the book, ask them to write a book review that can be

collected in a library file so that students can look at each others reviews.

Birthday Wheel


Make a birthday wheel at the beginning of the year and ask students to check

whose birthdays take place each week/ month.


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Make a point of playing popular games when it is somebodys birthday and singing

Happy birthday to you.

The Alphabet Pyramid


The pyramid shows the letters of the alphabet in soundgroups:BCDEGPTVFLMNSXZ

AHJK

QUW


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O

R

Activities:

- Draw the pyramid on the blackboard and erase some of the letters. Write

the letters you have erased around the pyramid. Ask the class to place

them correctly in the pyramid.

- Draw the pyramid with some of the letters wrongly placed. Ask the class to

identify them and place them correctly.

Secret Codes


Write the alphabet on the board with numbers underneath each letter.

Tell the students to write their names on card in the number code with a slash

between each number. Collect all the cards and give one to each student at


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random. The students work out whose name card they have and stand up when

they know those it is.

Other activities:

- Make different codes (numbers from 26 to 1/ shapes and colours instead

of numbers)

- Write names of objects in code. Students work out the name and touch or

say the name of the object.

Happy families


Divide the class into groups of four/five students.Give four flashcards from a single word family (animals, transports, food, etc) to

each member of the group.


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The students look carefully at their cards, then all the cards for the group mixed

together and dealt out randomly to the students.

Students have to recompose their word family by asking in turn for the cards

they need: Have you got the bus?

The Pen Game


Write a word on the board.Then elicit a word beginning with each of the letters.


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Ask the children to take a piece of paper and write words on the board for the

children to copy.

Then let the children work in pairs to see how many of the word puzzles they can

complete.

Check the answers with the whole class.

Consequences


Give each child a blank piece of paper. The four basic steps are as follows:

1. They write something, according to the question you give them.


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2. They fold their paper over, so that nobody can see what theyve written.

3. They give the paper to the person sitting next to them.

4. They repeats steps 1 to 3 with a new question.

Finally, let the children unravel their consequence sheet and read the description.

Sentence anagrams


Write the words of a sentence on the board in random order.Uses structures that reflect the language you are covering.

Show the children how to decipher the sentences.


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Remind them about capital letters and full stops.

Collaborative class surveys


The responses of the whole class are collected to make a survey display.Examples: What is your favourite colour/ animal? What colour eyes have you got?

How many people are there in your family?


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Hangman


Firstly, pick a word the children know and draw a dash for each letter on thewhiteboard. Divide the class into two teams and have each team call out a letter

in turn. If the letter the students choose is in the word, write that letter above


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the appropriate dash on the board. If the letter is not in the word, write that

letter at a different location on the board, and draw one line of the gallows.

Continue this process until either one of the teams determines the word or until a

team is "executed" (i.e. when you have completed the drawing of the gallows,

including the hanging stick man). Award points to the winning team.

Who Am I?


Paste pictures of popular characters on 4 x 6 or larger cardstock.

Call one student away from group.Show the student a card. (Make sure that the student recognizes the individual

on the card.)


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The student then stands in front of the class and his or her classmates ask

questions in order to guess who the student is.Students may ask questions like . . . Are you male or female? Are you a child or an

adult? How old are you?When a student correctly guesses who the student is, he or she becomes the next

mystery person.

Variations: Ask each student to bring a picture of him or herself to class. Make

cards for each class using photographs of students in that class.

Thwibbledy-Thwop


A player chooses a secret word. The player must then create a sentence which

uses the word correctly. In place of the chosen word, however, the player says,

"thwibbledy-thwap." For example, if the student chose the word "car," he or she


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would then say the following: "I rode to school today in my father's thwibbledy-

thwap." Any student who believes that he or she knows what word "thwibbledy-

thwap" represents should raise his or her hand. If three students fail to guess

the word, the player creates another sentence using the same word. ("Our new

thwibbledy-thwap has four doors.") Up to three more students may guess, and so

on, until someone guesses the correct word. The student who guesses correctly

chooses the next word

Ring, Ring, Who Has My Ring?


Skills: asking questions about people; identifying people by descriptionChoose a student to begin. This student steps out of the room. Hand a ring to

another student. All students in the classroom should see who receives the ring.


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Call student to return to class. He or she must try to guess who has the ring by

asking various classmates ten or fewer yes/no questions.

Sample questions include... Does a girl have the ring? Is he/she wearing tennis

shoes? Is the person who has the ring wearing something blue?

If the student guesses correctly, he or she gets another turn (limit three). If the

student guesses incorrectly, the student who has the ring becomes the next

player.

I spy


Teacher says "I spy with my little eye something that begins with B".Students try to guess the object (e.g. "book").


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Colours are a good alternative for younger students ("I spy with my little eye

something that is red").

Label It


To familiarize students with names of objects found in the classroom, label

everything with an index card that has the item's name on it. The next day,


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remove the cards and go through them one at a time and place them on the

correct item together. The third day let them label whatever they can on their

own. I continue this for a few days. When they are able to independently label

most of the items, I surprise them by having them labelled incorrectly. Then they

have to straighten out the mess.

Adapt this to any noun-based vocabulary list (e.g. types of foods, body parts,

parts of a room in a house, animals, etc.) that you can post pictures of.

Chair game


Form a circle with chairs. Number of chairs equal to students number.

All the pupils sit except the teacher.


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He writes a sentence in the blackboard as an example: Yesterday I watched tv.

He explains the children to listen to the sentences. If they watched tv yesterday,

they must change their chair. If not, they must not move.

The teacher plays with the children, and then the after the teachers turn the

pupils begin to tell their sentences.

REFERENCES

http://www.teachingenglish.org.uk/try/vocabtry/vocab_activities.shtml

http://www.britishcouncil.org/languageassistant-arc-games.htm

http://www.geocities.com/Athens/Delphi/1979/games.html#index

http://members.tripod.com/~ESL4Kids/index.html
http://www.teachingenglish.org.uk/try/vocabtry/vocab_activities.shtmlhttp://www.teachingenglish.org.uk/try/vocabtry/vocab_activities.shtmlhttp://www.britishcouncil.org/languageassistant-arc-games.htmhttp://www.geocities.com/Athens/Delphi/1979/games.html#indexhttp://members.tripod.com/~ESL4Kids/index.htmlhttp://members.tripod.com/~ESL4Kids/index.htmlhttp://www.teachingenglish.org.uk/try/vocabtry/vocab_activities.shtmlhttp://www.britishcouncil.org/languageassistant-arc-games.htmhttp://www.geocities.com/Athens/Delphi/1979/games.html#indexhttp://members.tripod.com/~ESL4Kids/index.html


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http://www.eslkidstuff.com/Classroomgamesframe.htm

Cant, A & Superfine, W. (1997) Developing Resources for Primary. London:Richmond Publishing

House, S (1997) Teaching Languages to Young Learners. Cambridge:

Cambridge University Press.

Roth, G. (1998) Teaching Very Young Children. Pre-school and early Primary.London: Richmond Publishing
http://www.eslkidstuff.com/Classroomgamesframe.htmhttp://www.eslkidstuff.com/Classroomgamesframe.htm

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