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1、 200 ESL GAMESGames and Activities for ESL Classes.1. A and ANDraw a large a and a large an on separate pieces of paper. It is best if these words are written inside amusing animal shapes. Divide the class into two teams. The first child from each team puts their hands on their heads. Show the child
2、ren a vocabulary flashcard. They both touch (or slam) the a or an. The one to touch the correct paper first gets a point for her team, provided that she says, “Its a ” or “Its an ” correctly. If she makes a mistake, the other child is offered a chance to make the correct sentence. After the class ge
3、ts the idea, one of the children can hold up the cards instead of the teacher.2. A-B PAIRWORKStudent A is given half of the information and Student B is given the other half. Students have to work together and ask each other questions to fill in the missing information on each of their sheets.3. ADJ
4、ECTIVES 1Write down three adjectives and ask pairs of students to write down as many things they can think of that all three adjectives apply to. For example, “big, cold, beautiful” might apply to snowman, mountain, Alaska Get students to come up with their own adjectives. See who can get the most n
5、umber of words.4. ADJECTIVES 2Choose some advertisements with big print and not too much writing on them. Number them clearly. Black out two adjectives from each and make a list of the missing words. Before the lesson, post the ads on the walls of the classroom somewhere. Dictate the list of adjecti
6、ves and tell the students that these are the words that have been blacked out on the walls. The object is to match the adjectives with their ads. Students write the number of the ad that they think that adjective appeared in.5. ALPHABET 1Use big cards. Go through the alphabet once in order then mix
7、them up. Introduce the pronunciation of B and V, M and N, and L and R carefully. 16. ALPHABET 2Use chalk as a baton. Arrange teams behind a line before the blackboard. The first student writes A in her/her teams designated space, then passes the chalk to the next student. The fastest team wins. The
8、Japanese teacher monitors the kids to keep them behind the line. Friends can call out from behind the line to help. Give points for speed and neatness. When the students are confident with A to Z, get them to try Z to A. If some students can write the whole alphabet, pit them against each other. Ins
9、tead of running to the board, you can try having wheelbarrow races or hopping races. The movement and the competition are important in an elementary school.7. ALPHABET 3Use sets of alphabet cards. Make groups of 5 students. In the classroom, clear the desks to the side. The students must make an alp
10、habet line, card to card, from A to Z. Can use to check recognition of capitals and small letters.8. ALPHABET 4Make two sets of alphabet cards, each letter about half the size of B4. Divide the class into two. Distribute the two sets of cards amongst the students. Some of the students may get two ca
11、rds. The teacher selects a word for spelling. Each team has to spell the word by its members rushing to the front and holding up their cards in correct sequence. The fastest team wins.9. ALTS APARTMENTDraw an empty apartment on the board. Have students try to guess the contents. Draw them in as they
12、 name them. For example, the students could ask, “Is there a chair?”.10. ANAGRAMS (WORD SCRAMBLES) 1Mix up vocabulary words and get the students to unscramble them. Can be played in teams, in pairs, or with the whole class. The team who can unscramble the word (i.e. say it in English) and give its m
13、eaning in Japanese gets a point. The team with the most points wins. You can also get the students to spell the words correctly for points.2311. ANIMAL GAMEGive each student the name of an animal. After practising the different animal sounds, the students make the sound in order to find the other st
14、udents who are the same animal. Japanese animal cries (nakigoe) are different from their English counterparts. Explain the sounds using pictures. The kids find the differences amusing. They tend to know dog and mouse (after you mention Mickey). I also used kangaroo with a tch, tch sound. Have a card
15、 for each student, but make sure they dont show it to anyone else. After finding their partners, they can show their cards to each other, then the JTE and ALT. Presentation is important as without the preparation of cards and the explanation (i.e. “you cant show your card to anyone else”), this game
16、 can be a flop. It took some fine tuning before it succeeded.12. ANYTHING GOESStudents try to come up with as many different answers to one question as they can. The teacher asks something like, “How many fingers do you have?”. The first student will probably say, “I have ten fingers.”. The next student can say, “I have more than nine fingers.” The next, “I dont hav
