Games during the lesson
LET’S PRETEND
Pretend you are a tree. What fruit grow on you? Are they tasty?
– My fruit are round, (colour), sweet, juicy. We gather them in autumn.
(variations: vegetables — carrot, tomato, onion, potato, cucumber)
You can put a chart on the blackboard:
| Taste | Form | Colour |
| sour | oblong | red |
| sweet | round | yellow |
| bitter | long | green |
| juicy | brown | |
| blue | ||
| orange |
FUNNY FEELERS
- Divide the class into two teams. 2.,Have prepared two bags with the pictures of different kinds of food (fruit, vegetables).
- Have students pull out a picture and put down its name on the blackboard.
- If the word or its spelling is incorrect, the team doesn’t get a point.
Vocabulary List
- Divide the class into two groups.
- Set a time limit (usually 1 minute), and write a topic on the board (for example “6 red fruit” or “6 black drinks”).
- Have the students in eachgroup work together to come up with their list. The first group to finish should raise their hands and read the list.
- The points are awarded for the number of correct items on the list.
Other examples for the list include: 6 hot snacks, 5 light snacks, meats, green vegetables, dessert or any other depending on the subject.
CATEGORY GAME
- The first time you do this game, you, as a teacher, must come up with the category and read the students a list of items in this category.
- For example: if your category was “Fruit or vegetables that begin with the letter A”, your list might read: apple, apricot, avocado etc. The students try to guess what the items on the list have in common. After modeling this, the students come up with their own lists, or another variant is to have one student come up to the front of the class and stand with his back to the board (with the category written on it), while the class gives the list.
Other ideas for the categories: things in the sea, things that are white, things that are cold, Ukrainian things, etc.
HOW EXACT CAN YOU BE?
In order to play this game you must have a table with different things on it: matches in a heap, note-books in a heap, flowers in a vase, pins and needles in a heap, etc.
Give each player a sheet of paper and a pencil and ask him to write down how many matches, note-books, flowers, pins and needles he thinks are on the table.
Do not give the player time to count.
The player who has the most correct answers wins.
INVENTION GAME
- Divide the class into small groups of two or three players and appoint team secretaries.
- Write up the basic sentence I’ve … the dialogue. Explain that the teams have to write as many sentences as they can using the basic structure with different past participles. For example the teams could write:
– I’ve read the dialogue. I’ve written the dialogue. I’ve listened to the dialogue.
– I’ve learned the dialogue. I’ve seen the dialogue. Play further rounds with different basic sentences, for
example:
I’ve….. potatoes/carrots/mushrooms/onions/cu-
cumbers/tomatoes.
They’ve…. milk/tea/coffee/lemonade.
He’s….. a tin of sweet corn.
She’s…. a loaf of bread.
ACTION GAME
Going to future: You’re going to chop the onion.
Present Continuous: You’re chopping the onion.
Present Perfect + just: You’ve just chopped the onion.
Tell the class that you are going to act out various actions: some of the actions will be going to happen, some are happening now and others have just happened. The players have to tell you what action is using: You’re going
to…, You’re ….ingj or You’ve just….. Act out being about
to chop the onion and point to the first player who has to immediately say
You are going to chop the onion.
Begin chopping the onion and point to the second player who says
You are chopping the onion.
Point to the tears on your eyes and to the third player who says
You have just chopped the onion.
The game continues in this way, like a chain drill, around the class. Players get minus points if they (a) don’t respond with the correct statements; or (b) hesitate too long.
- After modeling this, the students come up with their own lists, or another variant is to have one student come up to the front of the class and stand with his back to the board (with the category written on it), while the class gives the list.
Other ideas for the categories: things in the sea, things that are white, things that are cold, Ukrainian things, etc.
HOW EXACT CAN YOU BE?
In order to play this game you must have a table with different things on it: matches in a heap, note-books in a heap, flowers in a vase, pins and needles in a heap, etc.
Give each player a sheet of paper and a pencil and ask him to write down how many matches, note-books, flowers, pins and needles he thinks are on the table.
Do not give the player time to count.
The player who has the most correct answers wins.
INVENTION GAME
- Divide the class into small groups of two or three players and appoint team secretaries.
- Write up the basic sentence I’ve … the dialogue. Explain that the teams have to write as many sentences as they can using the basic structure with different past participles. For example the teams could write:
– I’ve read the dialogue. I’ve written the dialogue. I’ve listened to the dialogue.
– I’ve learned the dialogue. I’ve seen the dialogue. Play further rounds with different basic sentences, for
example:
I’ve….. potatoes/carrots/mushrooms/onions/cu-
cumbers/tomatoes.
They’ve…. milk/tea/coffee/lemonade.
He’s….. a tin of sweet corn.
She’s…. a loaf of bread.
ACTION GAME
Going to future: You’re going to chop the onion.
Present Continuous: You’re chopping the onion.
Present Perfect + just: You’ve just chopped the onion.
Tell the class that you are going to act out various actions: some of the actions will be going to happen, some are happening now and others have just happened. The players have to tell you what action is using: You’re going
to…, You’re ….ingj or You’ve just….. Act out being about
to chop the onion and point to the first player who has to immediately say
You are going to chop the onion.
Begin chopping the onion and point to the second player who says
You are chopping the onion.
Point to the tears on your eyes and to the third player who says
You have just chopped the onion.
The game continues in this way, like a chain drill, around the class. Players get minus points if they (a) don’t respond with the correct statements; or (b) hesitate too long.
What SAUSAGE
is your favourite fruit?” — “What is your nose like?” — “What do you put on in the morning when it is cold in the street?” and so on.
To every question “It” must answer “Sausages”. If he laughs or even smiles, he drops out of the game. Then another player must take his place in the centre of the circle.
The winner is the player whom the players cannot make laugh or smile. And it is not very easy to remain serious in this game as it may seem.
SAY IT QUICKLY
All players sit in a circle. The leader stands in the middle of it and asks questions. The players have to answer them with words beginning with R or S (You can choose any other letters of the alphabet). But the players have to do it quickly, before the leader counts ten. For example, the leader may ask, “What is your favourite food?” The answer can be “sugar” or even “salt”. And to the question “I saw a strange animal in your garden yesterday — What was it?” the answer can be “squirrel”.
A player who is not able to answer a question quickly must pay a forfeit.
BATTLE SHIPS
- Prepare a grid for your students depending on the grammatical structures you wish to practise. Alternatively, draw your grid on the board and give the students a few minutes to copy it into their notebooks.
- Give the students clear instructions of the target structures and drill a number of the examples.
- Remind the students of the rules of the game.
- They select a fixed number of squares on the grid as their “Ships”. They make sure the other team cannot see the grid.
They have to find their opponent’s squares by asking questions associated with the coordinates of the square they are targeting
