Body Parts
- Hokey Pokey (song)
- Blindfold Faces: Pre-teach parts of the body. Blindfold one student and have the other students say, 'Draw a nose, etc.)
- Simon Says: First practice Simon Says with the Ss so that they understand the game and body parts. Now omit 'Simon says.' Now tell them to do as you SAY, not as you do, and repeat playing the game – only this time, when you say 'touch your knees' etc, touch your ears instead, or any other part of your body. This is a good way to see who is listening to you correctly and who is just copying your movements.
- “Head, Shoulders, Knees, Toes
Numbers
- Klumps; This is a really cute game for younger learners, especially during a parent presentation. Play some music and have your Ss walk around the classroom. Stop the music suddenly and call out a number (5) The Ss must quickly get together in a group of that number. Any Ss who didn't make a group sit out until the next round.
- With small balls - Throw small balls in the air. Have children collect the balls and put them back into the basket while saying "There are ___ balls."
Prepositions:
- Treasure Hunt: For prepositions of location and yes/no question practice. You need something sticky, like 'blue tack' (used for sticking posters to the wall) that you can roll into a ball and stick on anything. Model first: give the Blue Tack to a S and indicate that they should put it in a difficult to find place. Leave the room and give them a few moments to hide the tack. Then come back in and ask yes/no questions to locate it. (Is it on the desk? Is it near the desk) When you finally find it have the S take the questioner's role. In a large class try having Ss play in pairs.
This/That: Using exaggerated gestures will help students remember the difference between 'this' and 'that.' Call out “This is a chair” and students must rush to touch a chair and repeat the phrase. Then call out “That is a table” and students must distance themselves from the table, point and repeat the phrase. OR: Bingo: This game works really well to introduce this/that or these/those while also reviewing vocabulary from the unit. Put two piles of FC on the floor. One of the piles is placed closer to the students and inside a hand drawn on the floor. This is the “What is this?” pile. The other pile is placed further away with a finger pointing to that pile. This is the “What is that?” pile. Students take turns drawing from a pile while asking the appropriate question. The other students answer the question based on what is on the flashcard. “It's an apple” If the students have that word on their Bingo sheet they cover up the word.
Weather: The game Mr. Wolf works well for this. Props needed: A a squirt gun. Place one student on one end of the classroom (Mr. Wolf - the holder of the squirt gun) and the rest of the students on the other end of the room. These students ask “What's the weather like today?” The student replies with “It's snowing, it's cold, it's hot, etc...” The students take one step closer to Mr. Wolf until he says “It's raining” and turns around squirting the students.
Learning Names: Have Ss sit in a circle. Start by saying, “my name is..” and then say something about yourself. For example; “My name is Jamie and I like to eat pizza.” The next person says, “This is Jamie and she likes to eat pizza. My name is Rose and I am 8 years old.” The next person continues and says, “That is Jamie and she likes to eat pizza. This is Rose and she is 8 years old. My name is Joe and I like the color blue.” It's a chain and the kids have to repeat what the last people have said about themselves. OR For younger learners: Ball Games: One S randomly throws a ball to another and asks that S a question, such as “What's your name?” That S answers and throws the ball to someone else. This game can be adapted, so that they must say their name and then do something silly (pulling a face, jumping up and down, etc.)
A/An: (Pogo Jump): Put A (x) An on the whiteboard. Have students make a line in front of the (x) T holds up or says a word, and students have to jump to either A or An based on the word said.
Clothing: Give students a few minutes to memorize what each student in the class is wearing. Split the teams into 2, and have students take turns trying to guess the correct student. Have one student from each team stand up with their backs facing the class. The teacher points to a S. The rest of the students take turns saying a sentence describing this person. The S that guesses correctly first wins a point for their team. OR for younger learners: Clothing Relay race: This is a good game to introduce clothing vocabulary. Place a bunch of clothing on one end of the room and the students on the other. The teacher says an article of clothing and 2 students race to put it on and come back to the line.
Directions: Scavenger Hunt: With a bag of candy at the end of the hunt, place directions throughout the school to help guide the students to this. For example (Under Joe's desk, In between the WC and the office, behind the door)
Birthday: Children have to stand in line according to age. They sort themselves by asking the appropriate questions; How old are you? When is your birthday? Do this a few times encouraging the students to beat the previous time.
Sequential Information (alphabet, days, months, numbers): Duck, Duck, Goose: All but one of the children sit in a circle. A nominated child walks around the outside of the circle gently tapping each child calling them a “duck.” As soon as the child taps someone and says “Goose!” the goose must then chase the child around the outside of the circle in an attempt to tag him/her before the lap is completed. The student has was tagged/not able to tag in time then continues from the start. Variation: This game is a good review for sequential information review (EX: Counting Numbers... 1,2,3... when the child walking around the circle messes this up, the other child has to chase him.)
Months: Months March; Teacher stands at one end of the room against the left wall. Line the Ss up along side T and T says “Go!”. As you all march together, T starts calling out the months in order (“January,” “February”, etc.) Ss repeat each month (T: January. SS: January.) March along at a slow pace, but smartly (backs straight, arms swinging.) Teacher shouts, “Stop!: Everyone must stop and be EXACTLY in line with the T. If someone is out of line order them back in line and then continue marching where you left off. Turn around each time you reach the end of the room and continue the march. Once finished start again, but this time walk briskly. You can do it the final time running and jumping over tables, crawling under chairs, etc. After a few lessons you shouldn't have to chorus the words – just get the students to chant together as they march.
Weather: The game Mr. Wolf works well for this. Props needed: A a squirt gun. Place one student on one end of the classroom (Mr. Wolf - the holder of the squirt gun) and the rest of the students on the other end of the room. These students ask “What's the weather like today?” The student replies with “It's snowing, it's cold, it's hot, etc...” The students take one step closer to Mr. Wolf until he says “It's raining” and turns around squirting the students.
Learning Names: Have Ss sit in a circle. Start by saying, “my name is..” and then say something about yourself. For example; “My name is Jamie and I like to eat pizza.” The next person says, “This is Jamie and she likes to eat pizza. My name is Rose and I am 8 years old.” The next person continues and says, “That is Jamie and she likes to eat pizza. This is Rose and she is 8 years old. My name is Joe and I like the color blue.” It's a chain and the kids have to repeat what the last people have said about themselves. OR For younger learners: Ball Games: One S randomly throws a ball to another and asks that S a question, such as “What's your name?” That S answers and throws the ball to someone else. This game can be adapted, so that they must say their name and then do something silly (pulling a face, jumping up and down, etc.)
A/An: (Pogo Jump): Put A (x) An on the whiteboard. Have students make a line in front of the (x) T holds up or says a word, and students have to jump to either A or An based on the word said.
Clothing: Give students a few minutes to memorize what each student in the class is wearing. Split the teams into 2, and have students take turns trying to guess the correct student. Have one student from each team stand up with their backs facing the class. The teacher points to a S. The rest of the students take turns saying a sentence describing this person. The S that guesses correctly first wins a point for their team. OR for younger learners: Clothing Relay race: This is a good game to introduce clothing vocabulary. Place a bunch of clothing on one end of the room and the students on the other. The teacher says an article of clothing and 2 students race to put it on and come back to the line.
Directions: Scavenger Hunt: With a bag of candy at the end of the hunt, place directions throughout the school to help guide the students to this. For example (Under Joe's desk, In between the WC and the office, behind the door)
Birthday: Children have to stand in line according to age. They sort themselves by asking the appropriate questions; How old are you? When is your birthday? Do this a few times encouraging the students to beat the previous time.
Sequential Information (alphabet, days, months, numbers): Duck, Duck, Goose: All but one of the children sit in a circle. A nominated child walks around the outside of the circle gently tapping each child calling them a “duck.” As soon as the child taps someone and says “Goose!” the goose must then chase the child around the outside of the circle in an attempt to tag him/her before the lap is completed. The student has was tagged/not able to tag in time then continues from the start. Variation: This game is a good review for sequential information review (EX: Counting Numbers... 1,2,3... when the child walking around the circle messes this up, the other child has to chase him.)
- Chair Game: Get the students to stand on their chairs in a circle. Begin counting around the circle. The first student to make a mistake or hesitate sits down and the rest continue until only one student is left.
Months: Months March; Teacher stands at one end of the room against the left wall. Line the Ss up along side T and T says “Go!”. As you all march together, T starts calling out the months in order (“January,” “February”, etc.) Ss repeat each month (T: January. SS: January.) March along at a slow pace, but smartly (backs straight, arms swinging.) Teacher shouts, “Stop!: Everyone must stop and be EXACTLY in line with the T. If someone is out of line order them back in line and then continue marching where you left off. Turn around each time you reach the end of the room and continue the march. Once finished start again, but this time walk briskly. You can do it the final time running and jumping over tables, crawling under chairs, etc. After a few lessons you shouldn't have to chorus the words – just get the students to chant together as they march.
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