1. Place flashcards around the room 2. Pick a word e.g. Dog and say to the student "Fetch me the dog" 3. Student finds the relevant picture and brings it back to you. 4. Award a point for every card brought back correctly until all cards are returned.

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Split your class into two teams and get them to sit into two lines facing the board. Give each team a piece of paper with text on it that contains lots of different sentences. The person at the front of each line has to run to the board and write the first sentence, then pass the text to the next person who writes the next sentence and so on. The team to finish first gets...

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Hand out paper to each child with a pencil for drawing. Put colours in the middle for sharing. Each student has to draw a monster with any amount of arms, legs, feet, eyes, etc. Get students to colour them in with a mixture of colours. When complete students have to either: describe their monster. "my monster has 7 red feet and 3 blue ears" or answer question from the teacher "how many feet does your...

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Sit in a circle with your students and do the hand actions of clap, clap, left snap, right snap. When they get the hang of it, add these words in time to the rhythm: “Concentration, concentration, concentration, now beginning, are you ready? If so, let’s go!” On the first finger snap, you say your name, and on the second snap, you say the name of someone in the circle. You have passed the turn to...

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Pre-teach the following actions: tap own shoulder for 'repeat' and nod for 'OK, I understand'. Students sit in team lines. Agree on using capital or lower-case letters, or a combination for names, etc. Show the last person in each group a word on a card. Students trace the message (word or sentence) of the card on the back of the person in front of them. The message is then passed down the line. When the...

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Give the students a scenario or an everyday problem, for example; 'my car is very old' and ask the students to give you advice. Elicit the target language: "You should...", "You ought to...", "Why don't you...?", "If I were you i'd..." Now ask the students to write on a Post-it® note a problem that they can think of (get them to use their imagination). For example: "I have a headache", "I just saw my girlfriend...

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Choose five words relating to recent conversational themes. Write clues to help students guess the words. Play with the whole class or teams. Examples: I am a noun. I am very important. I begin with the letter ‘g’. It’s a group of people. It directs and controls the actions of its members or subjects. The leader of this organisation rules the whole of the country. (Puzzle word = Government)

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Write the following words/sentences on the board: "have" "sneeze" "pass" "fail" "miss" "kiss" "rain" "drop" Take an umbrella__________________________ Hurry up!_________________________________ I'm very worried about this exam. I know_______ Joe is studying very hard. I know_____________ Careful!__________________________________ Look at all that wine and food!________________ There's my sister and her boyfriend! Yuck!______ "Oh dear, ____________ . Atishoo!"..."Bless you!" Ask the class to use one of the verbs to complete the sentence. E.g. Take an umbrella "because it...

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Prepare a set of questions on separate flashcards (“Have you ever xxx?” or “Do you like xxx?”). Try to write questions that most students would say yes to. You could even get your students to write their own questions. Place all the questions into a bag. Arrange the chairs into a big circle, leaving one fewer chairs than you have students. Explain to the students that the person without a chair reads out a question...

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Write the following (or similar) sentences on the board: going you tomorrow tennis to Are play ? going to Friday a new jacket buy on I'm . tonight What you to are going do ? to isn't going study He this evening . they early going to finish work Are today ? Get students to work either individually, in pairs or in a group (depending on class size and ability) and re-arrange the sentences so...

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