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Kumpulan Games Untuk Mengajar Bahasa Inggris

Tuesday, 16 December 2014 23:30

PERMAINAN SERU UNTUK SPEAKING SKILLS DENGAN CAT AND MOUSE

GAME
 Teknik permainan berguna untuk mengurangi kebosanan dalam belajar bahasa
Inggris. Selain itu, permainan juga menghilangkan perasaan tertekan dalam diri siswa.
Perasaan tertekan ini biasanya terjadi pada siswa yang merasa kemampuannya pas-pasan.
Kali ini saya ingin memperkenalkan permainan Cat and Mouse untuk speaking skills
pelajaran bahasa Inggris. Permainan ini diadaptasi dari permainan anak tradisional. Dengan
beberapa modifikasi, permainan ini bisa diterapkan dalam pelajaran bahasa Inggris di kelas.
Aturan permainan 
Siswa berdiri membentuk lingkaran. Siswa sebagai Cat berdiri di tengah lingkaran.
Nantinya dia akan mengajukan pertanyaan kepada 1 siswa yang berdiri di dalam lingkaran.
Jika siswa yang ditanya tidak bisa menjawab pertanyaan dalam hitungan 1-5, dia ganti
menjadi cat. Siswa tersebut harus melakukan hal serupa seperti orang pertama. Dia bisa
diganti jika siswa yang ditanya tidak bisa menjawab.
Prosedur permainan Cat and Mouse Game 

1. Mintalah siswa berdiri membentuk lingkaran. Dengan guru berdiri di tengah

lingkaran. 2. Jelaskan kepada siswa aturan permainan. 
2. Mulai permainan dengan guru menjadi Cat terlebih dahulu. Guru memberikan
pertanyaan kepada salah seorang siswa. Tentu saja pertanyaan harus sesuai dengan
tema pelajaran. Misalnya tema "Perkenalan". Maka pertanyaan harus seputar
"perkenalan" misalnya: What's your name?, Where do you live?. Sebelum permainan
dimulai, pertanyaan dan cara menjawab harus dikuasai siswa terlebih dahulu. 
3. Siswa yang tidak bisa menjawab ganti menjadi Cat dan meneruskan permainan. 
Permainan ini bisa dimainkan dalam kelas kecil dan besar. Jika terdapat siswa di bawah
20, buat 1 lingkaran saja. Tapi untuk kelas besar seperti kelas yang terdiri dari 40 siswa,
bagilah menjadi 3 atau 4 kelompok.
Guru bertugas memonitor permainan ini. Guru memperhatikan error dan kesalahan yang
nantinya bisa menjadi bahan evaluasi setelah permainan selesai.
Bagaimana kalau kelas menjadi gaduh dan bising. Biarkan saja karena itu adalah bagian
dari kelas bahasa. Guru hanya mengontrol jika mereka out of context saja.
Permainan ini bisa dimainkan selama 10 menit. Lebih dari itu akan menimbulkan
kejenuhan. Selamat mengajar

GUESSING GAME
Permainan ini dilakukan secara beregu. Cocok untuk mengasah kemampuan
mendengar dan berbicara bagi siswa dari level beginner hingga intermediate.
Prosedur permainan guessing game: 

1. Bagilah siswa menjadi dua kelompok. 

2. Mintalah satu perwakilan masing-masing kelompok untuk berdiri di depan
menghadap anggota kelompoknya. Orang yang berdiri ini tidak boleh menoleh ke
papan tulis. 
3. Tuliskan satu kata berhubungan dengan topik di papan tulis. Misalnya topik
teknologi. Tuliskan kata "Television". 
4. Mintalah anggota kelompok menyebutkan ciri-ciri dari benda tersebut. Contoh: You
can watch movie and news. 
5. Beri kesempatan anggota kelompok yang berdiri di depan kelas menebak benda yang
dimaksud. 
6. Siswa yang menebak pertama kali dan benar mendapat skor untuk kelompoknya. 
7. Ulangi lagi dengan menulis nama benda lain sesuai dengan topik. 
8. Beri kesempatan kelompok menerangkan ciri-cirinya. 
 9. Beri kesempatan siswa yang berdiri untuk menebak. 
10. Siswa yang pertama kali menebak dan tebakannya benar, diberi poin. 
11. Minta anngota lain untuk bergantian berdiri. 
12. Lakukan seperti prosedur sebelumnya.

MELATIH QUESTION TAGS

Permainan untuk pelajaran Bahasa Inggris ini bisa digunakan untuk melatih siswa
dalam menggunakan question tags.
Cara melakukan permainan ini sangat sederhana. Simak langkahnya berikut ini: 

1. Bagi siswa menjadi 2 tim sama banyak. 

2. Minta masing-masing siswa membuat 10 pertanyaan question tags. Beri contoh: You
want to be a teacher, don't you?, It's Sunday, isn't it? 
3. Minta siswa grup A dan B berdiri berhadapan. 
4. Siswa A bertanya kepada siswa B. Siswa B harus menjawab tidak menggunakan Yes
atau No. Tapi menjawab dengan tags. Contohnya siswa A bertanya, "You have
children, don't you?" Siswa B harus menjawab, "I do" atau "I don't" sesuai dengan
kenyataan. 
5. Jika siswa B menjawab Yes atau No, atau Tags nya salah, maka ia harus keluar dari
barisan. 
6. Teruskan permainan hingga seluruh pertanyaan terjawab. 
7. Hitung siswa yang tersisa di kelompok B. 
8. Giliran kelompok B yang bertanya kepada kelompok A. 
9. Kelompok yang paling banyak menyisakan anggota adalah pemenangnya.

PERMAINAN PELAJARAN BAHASA INGGRIS DESCRIBING CLOTHES

Permainan pelajaran Bahasa Inggris untuk melatih siswa agar bisa mendeskripsikan
jenis, warna, corak pakaian.
Agar permainan berjalan efektif, bekali siswa dengan vocabulary berhubungan
dengan pakaian. Beri contoh cara mengekspresikan dalam Bahasa Inggris.
Langkah menerapkan permainan: 
1.  Minta siswa duduk berjajar membentuk baris dan kolom.
     A B A B
     A B A B
     A B A B
     A B A B
2. Beri waktu beberapa menit kepada siswa A untuk mempelajari apa saja yang dipakai oleh
siswa yang duduk di kolom B. Begitu pula siswa B diberi kesempatan untuk mempelajari apa
saja yang dipakai siswa A.
3. Minta siswa B menutup mata. Siswa A mendeskripsikan seorang siswa yang ada di kolom
A. Siswa B harus menebak nama siswa yang dideskripsikan. Lakukan sampai semua siswa A
mendapat kesempatan mendeskripsikan dan B menebak.
4. Ganti siswa B yang mendeskripsikan, siswa A menutup mata dan menebak nama siswa
yang dideskripsikan.

PERMAINAN KOSAKATA BAHASA INGGRIS: HOW MANY WORDS DO YOU

GET?
Permainan kosakata bahasa Inggris ini diberi nama "How Many Words Do You Get?"
Mengapa diberi nama demikian? Karena game ini meminta siswa membuat kata sebanyak
mungkin berdasarkan sebuah kata yang diberikan guru.
 Cara memainkan game kosakata ini sangat mudah. Persiapannya pun tidak begitu
banyak dan menyulitkan guru. Guru hanya perlu menyediakan kata dan papan untuk menulis.
Cara memainkan game kosakata Bahasa Inggris "How Many Words Do You Get?"

1. Buatlah siswa menjadi beberapa kelompok. Bisa juga berpasangan dengan teman
sebangku. 
2. Tulislah di papan tulis sebuah kata misalnya INDONESIA. 
3. Mintalah siswa membuat 20 kata dengan syarat kata tersebut mempunyai huruf yang
berasal dari kata INDONESIA. Berikan contoh jika perlu, misalnya: DONE, SEA,
NOSE. 
4. Berikan waktu 10 menit agar siswa menyelesaikan tugas tersebut. 
5. Berikan hadiah bagi kelompok yang menemukan 20 kata dalam 10 menit. 
Permainan ini sangat bermanfaat untuk menambah perbendaharaan kosakata siswa. Selain itu
permainan ini juga melatih kreatifitas siswa dan meningkatkan kerjasama.

PERMAINAN MENGGUNAKAN ADJECTIVE BAHASA INGGRIS

Permainan ini bisa disebut permainan tebak feeling (perasaan) Bahasa Inggris. Kata
yang digunakan adalah adjective yang berhubungan dengan perasaan. Contohnya, happy,
thirsty, sad, dan hungry.
Cara memainkannya: 

1. Persiapkan beberapa kartu yang di atasnya ditulisi adjective yang berhubungan

dengan perasaan. 
2. Tulis di papan tulis kalimat tanya: Are you ...? 
3. Tunjukkan sebuah mimik perasaan yang diambil dari sebuah kartu. Misalnya rasa
lapar. 
4. Mintalah siswa menanyakan apa yang sedang guru rasakan. Beri contoh: Are you
hungry? Jawab Yes, I am atau No, I am not. 
5. Minta satu siswa sukarelawan yang percaya diri maju ke depan kelas untuk
mengambil satu kartu. 
6. Minta siswa yang lain menebak apa yang sedang dirasakan oleh siswa sukarelawan
sesuai dengan mimik yang ia praktekkan. Sukarelawan hanya menjawab Yes, I am
atau No, I am not. 
7. Setelah semua siswa paham permainan, bagilah siswa menjadi dua kelompok. 
8. Minta satu siswa dari anggota kelompok maju ke depan dan mengambil sebuah kartu. 
9. Anggota kelompok harus menebak perasaan yang diperagakan siswa tersebut. 
10. Jika siswa tersebut menjawab Yes, I am maka kartu diberikan kepada kelompok
tersebut, tapi jika menjawab No, I am not, maka kelompok kedua mendapat
kesempatan untuk menebak. 
11. Lanjutkan permainan dengan memanggil anggota kelompok kedua. Siswa tersebut
melakukan seperti apa yang dilakukan siswa pertama. 
12. Lakukan permainan sampai semua kartu selesai diperagakan. 
13. Kelompok yang mendapat kartu terbanyak adalah pemenangnya.
Permainan dalam pelajaran Bahasa Inggris banyak manfaatnya. Salah satunya adalah
menciptakan suasana yang nyaman selama proses pembelajaran. Selain itu, permainan juga
berfungsi sebagai ice breaker atau menghilangkan rasa tertekan dalam diri siswa sebelum
pembelajaran dilakukan.
Kali ini sekolahoke.com memperkenalkan permainan bahasa Inggris bernama Kata
Berkait (Linking Words). Kata berkait merupakan permainan sederhana yang dilakukan
dengan mengaitkan kata-kata. Bagaimana caranya?
 Langkah-langkah melakukan permainan Kata Berkait dalam pelajaran bahasa Inggris. 

1. Persiapkan peralatan seperti spidol dan papan tulis.

2. Bagilah siswa menjadi 3 kelompok.
3. Tulislah sebuah kata di papan tulis.
4. Lalu mintalah kelompok pertama untuk menyebutkan sebuah kata yang dimulai
dengan huruf terakhir kata di papan tulis.
5. Tulislah kata yang disebutkan kelompok pertama di papan tulis.
6. Mintalah kelompok kedua menyebutkan kata yang dimulai dengan huruf terakhir kata
yang disebutkan kelompok pertama tadi.
7. Tulis kata yang disebutkan kelompok kedua.
8. Mintalah kelompok ketiga menyebutkan sebuah kata yang diawali dengan huruf
terakhir kata yang disebutkan kelompok kedua.
9. Tulislah kata yang disebutkan kelompok ketiga.
10. Kembali kepada kelompok pertama. Mintalah mereka menyebut satu kata yang
diawali dengan huruf terakhir kata yang disebutkan kelompok ketiga.
11. Lanjutkan permainan hingga 8 putaran.
Supaya lebih seru, berilah waktu 5 detik bagi setiap kelompok untuk memikirkan 1 kata.
Jika mereka tidak bisa menjawab, lanjutkan ke kelompok berikutnya.
Setelah 8 putaran, hitunglah jumlah kata yang diperoleh masing-masing kelompok.
Berilah hukuman ringan, misalnya menyanyi bersama kepada kelompok yang paling sedikit
memperoleh kata.

SECRET MESSAGE
                                                              Pesan sebelum bermain

Dalam permainan ini kamu dan kawan-kawanmu berlatih kecermatan

dalam membaca pesan/kalimat bahasa inggris, dan memperdalam “WH-
question” (what, who, where, when, which, why, and how) dan kalimat
perintah (command).

 Membentuk kelompok yang terdiri atas 3-5 orang.

 Untuk lebih meyakinkan penampilanmu, maka kamu dan semua kawan yang akan
bermain sah-sah saja bila berandai-andai sebagai DETECTIVE yang harus
memecahkan sandi secara bersama. Sandi itu berupa : pesan, perintah, atau
pertanyaan yang di tulis secara rahasia pada sebuah kartu.
  Apabila pesan rahasia itu berupa pertanyaan/perintah, harus di jawab atau di kerjakan
pada lembar jawaban.
 Sandi dapat dikembangkan lagi dengan berbagai model.
  Bahan yang disiapkan

 Lembar jawaban.
 Kartu dari kertas manila ukuran 7X10 cm sejumlah kebutuhan. Pada setiap kartu,
ditulis pesan rahasia berupa kata/kalimat sandi.
Contoh pesan pada kartu :

 Kartu 1 : etirw nwod eht seman fo ruoy srebmem.

 Kartu 2 : tahw od uoy llac :

 A nam ohw t’nac ees?

 A nam ohw t’nac raeh?
 A nam ohw t’nac klaw?
 A nam ohw t’nac keeps?

 Kartu 3 : erehw seod ruoy rehtom kooc?

 Kartu 4 : entirw nwod evif sruoloc uoy wonk.
 Kartu 5 : tahw si eht larulp mrof fo :
-      Dlihc                     – namow
-      Toof                      – peehs
-      Esuom

Keasikan yang bisa kamu dapatkan

 Memperkaya khasanah kosa kata bahasa inggris.

 Point 10 untuk setiap jawaban yang benar.
 Kelompok yang paling cepat menjawab dan benar, adalah pemenang dalam periode
ini.
 Kelompok yang mengumpulkan point terbanyak berhasil menjadi pemenang utama
(THE MAIN MINNER).
 Kamu dapat juga mengirim pesan dengan secret messages kepada kawan-kawan
dengan sms, atau e-mail untuk menguji ketajaman dan kecermatan membaca.
 Mempererat tali persahabatan dan kekompakan dengan teman.
 STIRRED WORDS AND   SENTENCES

Pesan sebelum bermain

Dalam permainan ini kamu akan menghadapi tantangan yang lebih seru lagi, berupa
serangkaian hurup atau kosa kata yang diaduk. Tugas kamu adalah menyusun: hurup-hurup
menjadi kata yang bermakna, sedangkan kata-kata yang diaduk di susun menjadi kalimat
yang benar dan bermakna.
Aturan permainan

  Membentuk beberapa kelompok terdiri atas 3-5 orang.

  Persiapkan kelompokmu untuk menyusun hurup-hurup atau kata-kata yang teraduk
sesuai perintah yang diberikan.
  Perintah dapat di tulis di papan tulis atau secara lisan.
 Jawaban ditulis pada lembar jawaban.
Bahan yang disiapkan

 Lembar jawaban.
 Kartu dari kertas manila ukuran 7X10 sm sejumlah kebutuhan. Pada setiap kartu di
tulis dengan hurup-hurup dan kata-kata yang masih berantakan atau teraduk.
Contoh perintah dan huru-hurup teraduk pada kartu
Arrange these letters to make correct words.
-      Pctreiu                  – cleinp                  – luerr
-      Hrubs                    – lemularb              – odarkcbalb
-      Serup                    – wodwni                – balet
Arrange these words to make right sentences.

  Kartu 1 : to – last – temple – father – Borobudur – my –went – month.

  Kartu 2 : doing – are Tati – you – what?.
  Kartu 3 : difficult – is – lesson – explaining -  a – the – teacher.
  Kartu 4 : well – can – English – speak – Maria.
  Kartu 5 : now – you – maths – are studying? – am – no – not – I.

 Menguji
kecermatan dan ketelitian dalam mengenali kata dan menyusun kalimat yang benar.
 Menambah kosa kata/vocabulary.
 10 points buat jawaban yang benar.
  Kelompok yang paling cepat menjawab dan benar, adalah pemenang dalam periode
ini.
 Kelompok yang mengumpulkan points terbanyak berhak menjadi pemenang utama
(THE MAIN WINNER).
 Kamu dapat juga mempraktekan permainan ini dengan mengirim sms atau e-mail
kepeda kawanmu untuk ketajaman dan kecermatan membaca.

WHO IS THE FASTEST?

Pesan sebelum bermain

Dalam permainan ini kamu akan diajak untuk melakukan lomba adu cepat menemukan kata
yang dibacakan orang lain : guru atau salah satu dari kawanmu yang bertindak sebagai juri.
♥

Aturan permainan

  Membentuk dua kelompok, yaitu kelompok A dan kelompok B. jumalah anggota

harus sama dan seimbang kemampuannya.
  Seorang wakil dari masing-masing kelompok maju kedepan papan tulis yang telah
berisi daftar kata, siap untuk pasang telinga (kelompok A dan kelompok B sama).
Nah, begitu disebutkan sebuah kata oleh guru/juri, wakil dari masing-masing
kelompok harus adu cepat member tanda silang pada kata yang didengar.
 Apabila dalam waktu 15 detik sang wakil tidak mampu menyilang kata, maka
dilanjutkan wakil berikutnya dari masing-masing kelompok, hingga semua anggota
mendapat giliran. Ingat!!! Setiap wakil hanya boleh member tanda silang satu kali
kalau lebih dari satu kali gugur alias di diskualifikasi.

Papan tulis, di garis menjadi dua bagian untuk kelompok A dan B. tulis pada papan
tulis masing-masing 20 kata yang telah dikenal (familiar) bagi murud-murid : kata
benda, kata sifat, kosa kata mengenai tempat, dan sebagainya.
 Dua buah kapur tulis atau board maker.
Contoh daftar kata :

papan tulis A                                                                                                          papan tulis B

SickSixThreeTree BrushBusKnifeLife SickSixThreeTree brushBusKnifeLife
Write Snake Write Snake
White Snack White Snack
Dress Lake Dress Lake
Desk Leg Desk Leg
Horse Wife Horse Wife
House weave House weave
NOTE!!!
Jika 10 kata pada papan tulis telah disilang, daftar kata perlu diganti yang baru.
  Meningkatkan kemampuan listening dan mengulang vocabulary
 10 point buat jagoan yang tercepat dan benar menyilang kata.
 Kelompok yang mengumpulkan point terbanyak berhak menjadi pemenang utama
(THE MAIN WINNER)

PASSWORD, PLEASE!
Language Focus: Vocabulary Building
Usage Level: Level 2 - 6
Notes:
This game will teach the children how to answer and respond on any theme. The competition
makes it merrier, since it is also challenging.
Materials:
1. List of questions in theme of learning
2. pictures of the topical objects
3. stopwatch
Method:
1. Split the kids into groups of about 5/6 kids. Move the desks into little islands.
2. Give them a topic (e.g. fruits, sports, foods, animals etc.)
3. The first team says a word from that category (e.g. "Apple " for fruits). If they can do it
they get a point.
4. Go to the next group and ask them for another word from the same topic.
5. If they repeat a word that's been already said, or can't think of one, you move onto the next
team and they gain no points!
6. Repeat from 4
7. When all the words in the category have been used then change to a different topic.
Sometimes saying "any English OK!" is a good topic. Also try maybe giving 1 point for an
easy word (e.g. "cat") or two for a difficult word (e.g. elephant).

ENGLISH GAME FOR ALL LEVEL ‘WHO AM I’

English Game for all level ‘Who am I’ you can use this game simulation with any
language building purposes. Not only for Vocabulary and Pronunciation but also to enhance
students’ speaking and listening skill through asking question on this simulation game. The
students need to have the freedom on exploring their own words to enable them using it in the
free conversation.
Materials:
List of words and or flashcards in several written famous names (mixed nationalities)
Examples of word list: 1. Soekarno 2. Alber Einstain 3. Mother Teresa 4. Germany
Method:
Divide the class into two teams, team A and team B or boys and girls. If you like, you might
choose them randomly. Tape a name on the forehead of each student. The amount for each
team may vary depends on the least number of members in a group. The two groups make a
long line facing face by face. The individual student should not see his or her paper, but the
others should. Then, like with 20 questions, only yes or no questions should be asked.
Perhaps start from group A the first student and ask "Am I am man?" If the answer is yes,
he/she can ask again, but if the answer is no, it's the next person's turn for group B. Play until
everyone has guessed who he or she is! This can be played with nationalities, countries,
household objects, anything and it's a gas, especially for adult. The fastest group which can
guest who she or he is, is the winner. The winner can be given a reward and the lose team
must try again on the next game.
Language Focus: Vocabulary, Pronunciation, Speaking and Listening.
Level: Any level (adult is recommended)

WORDS PERTISE
Language Focus: Vocabulary, Pronunciation, Writing and Structure (verbs) building
Usage Level: Level 3 - 5
Notes:
This is the combination of three skills in one game that can be introduced at once. The
students will explore more on imagining how the words look like, knowing the letters that
made up the words and say the correct pronunciation of the words. Plus to have the
competition will make it merrier to be the best team.

Materials:
1. List of words and or flashcards in several setting and theme (kitchen, bathroom, dining
room, fruit, animals, sports, etc)
2. blank sheets of paper
3. whiteboard along with the board marker
Method:
Step 1
The teacher may start with dividing the students into 2 groups of whatever number as you can
possibly build. The students of each group make 2 lines facing the whiteboard. The teacher,
then, stands in front, in the middle of the two groups. The game is started right after the
teacher say or shows (in flashcards) the word that has to be written by the first member of
each group without peeking. The game continues when the teacher say the other words for
the other members of the group to be written on the whiteboard, taking turns.
After finishing the writing session, now the teacher offers extra points by having the
pronunciation session. Each member of the two groups must say the words in correct
pronunciation. There are extra bonuses for those who can pronounce the words correctly.
Step 2
There are two groups competing to be the winner in guessing the words from the mime
expression, and then they say and write the words.
One representative from each group in turns doing mime, giving the clues to be guessed by
other members according to the list of words given by the teacher. The winner is the group
which can guess, write and say the abundant of words in exact forms.

FLAG OF SELF
Language Focus: Vocabulary and Spelling building
Usage Level: Level 3 - 5
Notes:
This is the combination of three skills in one game that can be introduced at once. The
students will explore more on imagining how the words look like, knowing the letters that
made up the words and say the correct pronunciation of the words. Plus to have the
competition will make it merrier to be the best team.
Materials:
1. List of words and or flashcards in several setting and theme (kitchen, bathroom, dining
room, fruit, animals, sports, etc)
2. blank sheets of paper
3. whiteboard along with the board marker
4. Colorful flags
Method:
The teacher may start with dividing the students into 2 groups of whatever number as you can
possibly build. The students of each group make 2 lines facing the field. The teacher, then,
stands in front, in the middle of the two groups. The game is started right after the teacher say
or shows (in flashcards) the word that has to be written by the first member of each group
without peeking. Each member of the group then must run to grab the group’s flag at the far
post passing the table and chair challenge and return to the teacher to spell the word and write
the exact form of the word on the whiteboard.
The winner is the group which gains the fastest time to collect the flags and also spell and
write the words correctly.

THE ALPHABET ISLAND

Language Focus: Listening, vocabulary & Spelling building
Usage Level: All Level
Notes:
The game can be played with many modifications as in accordance to the necessity and the
students’ level of competence. The students will be able to recognize English sounds through
its alphabets. Then for the higher level can be added the vocabulary and spelling skill by
asking them to present the words derived from the alphabets and spell them.
Materials:
1. List of words in several setting and theme (kitchen, bathroom, dining room, fruit, animals,
sports, etc)
2. blank sheets of paper
3. pens or pencils
4. chalk

Method:
The teacher prepares the setting first by putting the alphabets (in papers or chalk drawing) in
the center of the field in correct order and or for challenging one, can be scrambled.
The game starts by having the students in 5 to 8 to make a long line in front of the alphabets
islands. The teacher, then, asks the students to run and make a circle around the letter
mentioned by the teacher, the loser is he/she who cannot join the circle or the slowest one.
For modification, you may read a sentence explaining on thing with the first letter of the
alphabets, and then ask them (the students) to spell the word.
EXAMPLE: Teacher = every morning I usually drink a glass of milk. The word Milk starts
with the letter…(then the students run to the letter M)
Teacher = OK, great! Now I want A to spell the word MILK
A = It’s M-I-L-K
Teacher = Wow, superb! Great one for you

THE STARS’ KNIGHTS

Language Focus: All skill
Usage Level: Level 4 - 6
Notes:
This is the challenging game which has to be played in two teams, the knights and the giants.
The knights are in mission to set free the princesses and grab the stars of life played with
many modifications as in accordance to the necessity and the students’ level of competence.
The students will be able to recognize English vocabulary of things, pronounce and spell
them correctly and also say the right password to the giants.

Materials:
1. List of words in several setting and theme (kitchen, bathroom, dining room, fruit, animals,
stationary, etc)
2. blank sheets of paper
3. pens or pencils
4. Stars from paper
5. costumes of knights and giants

Method:
The teacher prepares the setting first by putting the chairs in 5 for the posts of giants who
guard the princess and await the knights. One team becoming the knights and the other are
giants. The knights are equipped by the things which needed by the giants so they can pass.
The game starts by having the knights to collect 5 things that they assumed will be asked by
the giants, ex. things in the classroom (eraser, pen, pencil, ruler, book, etc). The knights, then,
hide the things behind their back and say the password to the giants, ex. Giant…Giant in the
wood, let me bring the goods for you.

EXAMPLE: Giant = I want a pencil to draw my house

Knight = (if he owns the pencil) Here you are, a pencil for you!
Giant = Alrighty then, you may pass.
Knight = Gratitude, my mighty giant.

Then the knight keeps continuing to give things for the Giants. The knights only have three
chances to change his/her things for the Giants. If in three chances the Knights couldn’t give
what Giants need, then he/she fails and must be replaced by the other Knights, until there is a
knight can pass all Giants and set free the princess.

ME AGAINST ME
Language Focus: Vocabulary, Pronunciation, Listening building
Usage Level: All Level
Notes:
This game will teach the children how to say the names of the English body parts and how to
use them.
Materials:
1. List of words in theme of body parts
2. blank sheets of paper
3. pens or pencils
4. Picture of human body parts

Method:
All you need is an empty classroom and an even member of children. The children make
couples and they disperse themselves. Now you are going to give orders to the children. For
example: Head against arm. Now one child of the couple must put his head against the arm of
the other kid.You check if everyone is doing it alright.
Another order could be "feet against shoulder". After a couple of orders you say the line "me
against me". Then the children must make another couple. And you have to find a child to
make a couple with you. So in this way one child has no couple and then it his turn to give
the orders.

PERMAINAN BAHASA INGGRIS 20 YES 20 NO

Permainan Bahasa Inggris 50 Yes 50 No ini bermanfaat untuk melatih siswa berlatih
menjawab pertanyaan interogasi dengan Yes No Questions (Interogative questions). 
Caranya sangat mudah dan cocok untuk level pemula seperti kelas VII atau orang
yang pertama kali belajar Bahasa Inggris. 
Pertama, mintalah siswa menyiapkan 40 pertanyaan yes no questions. 
Kedua, siswa harus memprediksi bahwa pertanyaan itu akan mendapat 20 yes dan 20 no jika
ditanyakan kepada teman mereka. 
Ketiga, minta siswa memberi tanda silang pada pertanyaan yang mendapat jawaban No, dan
tanda centang pada pertanyaan yang mendapat jawaban yes. 
Keempat, jika seorang siswa sudah mendapat 20 No, maka ia harus mendapat 20 Yes. Jika
belum tercapai, maka harus dibuat pertanyaan baru. 
Contoh pertanyaan untuk permainan ini: 

1. Do you like English? 

2. Do you like me? 
3. Do you like oranges? 
4. Do you like Math? 
5. Do you live on Jl. Mataram? 
6. Do you have television? 
7. Do you have mother? 
8. Do you like swimming? 
9. Do you eat eggs everyday? 
10. Do you drink some milk in the morning?

PERMAINAN SEDERHANA MEMULAI PELAJARAN BAHASA INGGRIS

Saya lebih suka menyebut permainan sebelum memulai pelajaran Bahasa Inggris
sebagai Warming up. Siswa perlu dipanaskan dulu agar siap menghadapi pelajaran Bahasa
Inggris. Warming up ini berguna sekali untuk melatih fokus dan konsentrasi siswa. Selain itu
menumbuhkan rasa senang terhadap pembelajaran.
Bagilah siswa menjadi 4 grup. Jika siswa satu kelas sebanyak 40 siswa. Maka tiap
regu terdiri 10 siswa. Paling gampang dengan membuat grup per deret.
 Beri nama masing-masing grup dengan nama unik. Misalnya grup A diberi nama
Crocodile, grup B Alligator, grup C Snake, dan grup D Dragon. Bisa juga dengan deskripsi
bagus seperti Sexy, Hotty, Crazy, Happy.
Buatlah yel-yel. Misalnya jika di sebutkan Crocodile, siswa harus membunyikan suara
buaya: Aaaarg. Snake berbunyi mendesis: ssssss. Panggil secara bergantian sampai siswa
terlihat sumringah dan semangat.
Buatlah game sederhana. Jika pertemuan pertama bertema perkenalan, mainkan Chain
Names. Nama berantai. Andi, Iqbal, Leli, Icank, Katro dst. Setiap siswa menyebutkan nama,
baris dibelakangnya harus menyebut nama dengan huruf depan diambil dari huruf terakhir
nama yang disebutkan baris depannya.
Setiap grup diberikan alat berupa kertas atau penghapus atau pensil. Selesai
menyebutkan nama, benda tersebut harus diberikan kepada baris berikutnya. Alat yang
sampai di baris paling belakang terlebih dahulu, maka grup tersebut mendapat poin.
Ubahlah permainan setiap pertemuan. Cara paling mudah adalah dengan mengikuti
topik yang akan diajarkan. Jika topiknya buah-buahan, maka siswa harus menyebutkan buah-
buahan.
 Target: What's your name? My name is Andy/ Kate/ John/ Jenny/ Lisa/
Scott. Extra: Hello. I'm Andy. Scissors, paper, stone (SPS)
Hello. (Stage 1) Greet students with "Hello." When most can say
"hello," greet five students (they reply with just "hello"), counting on
your hand to show five. Then all the students greet five other students
Unit One in the same way, and sit down when finished. (Stage 2) This time the
Let's Talk students shake hands and say "hello" to five different partners. (Stage 3)
Let's Sing Put your right hand under your right leg and shake hands. This is fun!
Pages 6 & 7 Problem: 12 year old children seem to find this too childish.
Scissors, Paper, Stone (SPS). (Stage 1 - presentation) Show the action
and say the words. Students should do the actions as you say, and
gradually say the words, too. (Stage 2 - listening) All the students stand
up and everyone does SPS together, including the teacher. Anyone who
is beaten by the teacher has to sit down. Those with the same as the
teacher, or who win, stay standing. Eventually there is just one winner
in the room. If desired, the winner can start the next round so that the
teacher can prompt all students to be saying the words. (Stage 3 -
practice) Students practice SPS with one partner. (Stage 4) SPS Three
wins to finish. Students choose a partner and do SPS. The winner gets
one "point." Students change partners and continue. When a student has
three wins, they can sit down. Stop the activity when there are three or
four students left. (Also teach "winner," "loser" and "change" to the
"listen and do" level.) Problem: some students are good at SPS. Many
weak students go for paper first. Good students do scissors, and so win.
Excellent SPS students determine if their opponent is weak or good,
and play accordingly.
SPS three wins to finish. Students form pairs and do SPS. The winner
asks the question: "Hello. What's your name?" and the loser replies:
"Hello, I'm Hiromi." Students then change to new partners. A student is
finished and may sit down if they have won SPS three times. Also, do
this with the Let's Go student names. NB stop the activity when there
are two or three remaining students to avoid embarrassing them. (Often
such students are weak at SPS.)
Timed conversation chain. Students are in a line. On the command,
"Are you ready? Go!" the teacher starts the stopwatch and the first
student asks the second, "What's your name?" The second responds
then turns to the third, and so on. For the second round, try varying the
order of the students. Raced conversation chain. With teams of equal
numbers, students can race to see who can say the conversation first.
Let's Go student names. (Stage 1 - presentation). Make large teacher's
cards of the six students (Kate, Andy, Jenny, Lisa, Scott, John). Ask a
student, "What's your name?" The student replies: "My name's Miho,"
and then asks you: "What's your name?" Put a card in front of your face
and reply in a funny voice: "My name's John." Place the card on the
blackboard and continue. Review previous names after introducing new
ones ("What's his/her name?"). (Stage 2 - drill). Challenge the students
to see who can say all the names first. Choose students by picking out
their name-cards at random. Give passport points to the student who is
first. (Stage 3 - speaking) Say all six with dice. Copy page 7 of the
student's book, cut out the song and number the students 1 (Kate) to 6
(John). Put a box beside each number. Also (for stage 5) draw six lines
where the song was and number them 1 to 6. Put students in groups of
up to 6, and give each group a die. Students throw the dice one each, in
turn. They read the number, say the name and tick the box ("Four. Lisa"
or "Four. She's Lisa.") If the number is already ticked, the student
simply passes the die to the next person. When one student has said all
six names, the whole class stops. That student gets 6 game points, and
all the others get points according to the number of ticked boxes. (Stage
4 - conversation) SPS Three wins to finish. Give the students a Let's
Go student name-card (photocopied picture or just the written name or
download from here (pdf format)). (Stage 5 - writing) SPS Talk to all.
Students in pairs do SPS. The winner asks the loser, "Hello. What's
your name?" The loser replies, "My name's Jenny." The winner can
write the name "Jenny" on line 3. When one student has spoken to all
six LG students, everyone stops. That student gets 6 game points, and
all the others get points according to the number of LG students they
have spoken to. Alternatively, continue until most students have
finished.
SPS Find your partner. Students each have one of the Let's Go
student's pictures. They have to find another person with the same
name.
Find the person. Give each student a Let's Go name-card. One student
then comes to the front returns their card, and chooses another name-
card (for example, Kate) from the six. This student has to find Kate by
asking the other students, "What's your name?" They start with six
points, and for each student they ask, they lose a point. Find the person
race. For larger classes, students from two teams can race to see who
finds their name-card first. The winning team gets a point.

Target: What's this? It's a cat/ book/ desk/ chair/ ruler/ pencil/ bag/ pen/
eraser. Extra: What's this in English? What's this in Japanese?
Three card shuffle. Students in pairs have three cards. Student A puts
the cards face up on the table. Student B tries to remember the order.
Unit One Then the cards are turned face down, and student A can make three
Let's Learn changes to their positions by changing two cards at a time, slowly.
Pages 8 & 9 Student A then asks, "What's this?" pointing to one card. Student B tries
to remember: "It's a pen."
SPS Three cards. Each student starts with three cards. Students pair up
and do SPS. The loser has to select one of their cards. Then they show
it to the winner and ask, "What's this?" If the winner can supply the
correct answer, they take the card from the loser. Then they change to
work with other partners. The aim is to get the most cards and not lose
any. When several students have lost all their cards, stop the game.
What's missing? Students in pairs have all eight cards. Student A takes
one of the cards and gives the other seven to Student B. Then Student A
asks: "What's this?"
Bring me game. Students are in teams. The teacher calls out: "Bring
me a ruler." or just "A ruler, please." The first team to bring one to the
teacher gets a point.
Blind questions. Student A closes their eyes and holds onto the corner
of page 9 with one hand for reference. Student B takes the other hand
and puts Student A's finger onto one of the pictures in the book. Then
Student B asks: "What's this?" Student A guesses. Students can take
turns and count the number of correct guesses.
Reveal slowly. Hide a card behind another, and show only a tiny corner
of the object. The students have to think or guess what it is.
Eight cards in a row. Start with all the cards face up in a row. Teams
of students say their eight cards. Then they turn over the first card and
say all eight again. They proceed to turn over one card at a time until
they can correctly say all eight cards face down in order.

Target: Is this a book? Yes, it is. No, it isn't. Extra: Is it a book? Is this
your book?
SPS Three cards. Students have three cards each. They pair up and do
SPS. The loser has to select one of their cards, but shows only the back
of the card to the winner. The loser asks: "Is this a ruler?" The winner
Unit One has to guess, "Yes, it is," or "No, it isn't." If the winner guesses
Let's Learn correctly, they take the card. Students then change partners. The aim is
Some More to get the most cards and not lose any. When several students have lost
Pages 10 & 11 all their cards, stop the game.
Brief view only. Show the card but only for a second or two, moving it
around quickly. Then ask, "Is this a book?" Students can respond by
writing "Yes" or "No" on a whiteboard, or by moving to one half of the
room...
Blind quiz. Students are in pairs. They do SPS and the loser closes
their eyes. The winner chooses something to give to the loser and asks,
"Is this an eraser?" The loser feels it and answers, yes or no.
Numbered list (Problem: Assumes that students can recognise the
numbers 1 to 8.) Use the pictures on page 11 of the textbook. Each
picture is given a number. Initially, this is in a straightforward order -
the top four are one to four and the bottom four are five to eight. Do not
allow the students to write the numbers in their books, but instead write
the numbers on the board. Then ask questions such as: "Is number one a
pencil?" (Variation 1) You can also make this a speaking activity for
practising the numbers: "What number is the eraser?" or the vocabulary:
(Variation 2) "What is number three." Initially the items can be
numbered in simply linear fashion, but later this can be varied.
(Variation 3) Also, the items can be labelled with some of the letters of
the alphabet. (Variation 4) This can become a writing exercise. Each
team send one member to the blackboard. When they hear the item,
they shout out the answer to their colleague, who writes the letter on the
board. (Variation 5) Students listen and write the answers on their
individual white boards.
Memory Quiz. (Problem: Assumes that students can recognise the
numbers 1 to 8.) Number the items on page 11 (see also. Everyone
looks at the page for a short while. Then they all close their books. The
teacher asks, "Is number 3 a book?" Students respond - verbally,
physically (moving to the "yes" or "no" parts of the room) or by
writing.
Guess the card. Students are in groups, with two sets of the cards. The
cards are shuffled and placed face down. The first student takes the top
card and looks at it. The next student asks, "Is it a pencil?" If it is not,
the third student asks, and so on until the card is correctly guessed. The
student who correctly guesses the card takes it, and then takes the next
card off the pack. The next student in the circle guesses first.
Telepathic student. Tell one student the telepathic secret before the
class (or take the student outside briefly and explain it just before the
activity.) The secret is that when you point to the top of the card, the
student should reply "No, it isn't," but when you point to the bottom of
the card the reply is "Yes, it is." Put all the cards on the board. The
student goes out of the door and the class chooses one card. The
telepathic student is brought back in. Points to one card (top for no,
bottom for yes) and the whole class asks the question - "Is it the book?"
The student says yes at the appropriate card (pointed to at the bottom)
and then goes out for another card. (Problem: of course, this activity
can be used only once in a course. However, you can vary the rule to
use it a second time.)
Return to the owner. Give students some "This is my ..." cards and ask
them to draw some personal items - their bag, text book, eraser, pencil
case, ruler, etc., and write the word on the card. Also make your own
set. (For the following week:) Photocopy each student's set, and give
them their copy. Cut up the cards and give each child one card at
random. Take a card yourself, and ask one student, "Is this your (bag)?"
If they say no, continue until you find the owner. When you find the
owner, give them their card. Students have to return the card to its
owner. Then they come to you to get another card. For each card they
return to its owner, they get 2 points. They must first ask you, "Is this
your (book)?" Students must hide their own photocopied set. At the
end, most students should have their own cards. You may need to put
aside some cards if a student says they have asked everyone and no one
said yes (and they don't get any points for that card.) Students get one
point for each of their own cards they have collected.
 Target: Stand up. Sit down. Open/close your book. Point to the teacher.
Touch the desk. Please be quiet. Listen carefully.
Eyes closed TPR. Do the commands with eyes closed (teach
"Close/Open your eyes") Teacher tells those who are wrong to open
their eyes and sit down.
Unit One Simon says. Or, modify for Please or Don't.
Let's Move
Page 12

Four skills test. Make into a four skills test and record the points for
each section in the progress columns of the student's passport. I can
hear, I can say, I can read and I can write.
Listening: Instead of using the pictures in the book, ask the students to
write the meaning of about 20 items in their native language. Explain
Unit One that you are testing their progress, and also your own teaching. Or: use
Let's Listen the book for a choice of two, or make a new sheet with a choice of three
Page 13 pictures.
Speaking: The teacher holds up one card and asks a question: "What's
this?" or "Is this a book?" The students have a few seconds to give the
correct response. "It's a book." = 2 points; "Book" = 1 point; "Yes, it
is." = 2 points; "Yes" = 1 point.
Reading: Make a simple multiple choice test based on what the
students have been taught so far - probably some simple words only.
Or, write a letter of the alphabet on the board, and the students have just
a few seconds to say it aloud.
Writing: Perhaps an alphabet test. Each correct letter (upper or lower
case) is 1 point. If the student can write the word, each word is two
points.

Target: Hi. How are you? I'm fine, thank you

SPS three wins to finish. Students form pairs and do SPS. The winner
starts the conversation as per p14. When they have finished, they go to
other students. A student is finished and may sit down if they have won
SPS three times or they have to finish by doing the conversation with
Unit Two you before they can sit down.
Let's Talk Talk to the others. Students each get a Let's Go name-card. (Andy,
Let's Sing Kate, etc.) and have to do the conversation with the other five LG
Pages 14 & 15 students.
Team chain. The first student in the team turns to the second and says,
"Hello, (name). How are you?" The second responds, "I'm fine, thank
you." Then the second student turns to the third and asks the question.
Students can sit down when their team is finished. Also, perhaps pass a
"Speech box" flag down the team. Maybe the student at the far end of
the team should start, with the student at the front responding last and
then doing the conversation with the teacher.
Race to talk to all your team. Students are in teams of six, and each
have one of the Let's Go name-cards. The teacher calls out one name
(eg. Andy), and the student who is Andy has to do the conversation
with the other five students in their team. The first team to win gains a
point. For classes of less than 8 students, use a stopwatch to see who is
 the fastest.

Target: What colour is this? It's red/ yellow/ blue/ white/ pink/ gray/
brown/ black/ green/ purple/ orange. Extra: What colour is your (pencil
case)?
Blind questions. Students ask, "What color is this?" or "Is this
Unit Two yellow?"
Let's Learn Numbered list.
Pages 16 & 17 Picture drawing dictation. Students have a line drawing and a set of
colouring crayons. The teacher dictates colours for each of the parts.
Questionnaires. Make a simple questionnaire sheet with spaces for five
or six students' names, and two columns for bicycles and toothbrushes.
Teach the vocabulary "bicycle" and "toothbrush." Students ask, "What
colour is your toothbrush?" They write the other student's name, and the
colour in the boxes.
Step back slam. (6th July 98) Students in groups of three or four, place
a set of coloring pencils on the table. The teacher says: "Pick up a red
coloring pencil." Students race to be the person to pick up the desired
object first. If there is a squabble, use SPS to determine the winner. For
each time that a student wins they get one point. In subsequent games,
they must take the same number of steps back (away from the pencils)
as they have had wins (points). So, if they have won three times, they
walk back three steps. This favours the weaker students (they remain
near the pencils.)
Ask and remember. (6th July 98) Students are in pairs. One student
turns round and holds out their hands behind them. The other student
puts 5 coloring pencils in their hands. The first student asks about each
pencil in turn: "What color is this?" The second student replies. When
the first student has asked about all five pencils, they then say, "This is
a red pencil." and get points for each one they can correctly identify
behind their backs, without looking.
Reading. Read the Brown Bear book. Leads to: team quizzes ("What
colour is the bird?"); read and pause - teams or students fill in the next
animal; make your own version of Brown Bear.

Target: What colour is it? It's blue. This is a red and yellow book.
Blind robots. Students are in pairs. Student A is blind and puts one
finger on the brown cat. The other student gives commands - "Touch
the pink and grey eraser." "No! That's the green and white book!"
Unit Two
Let's Learn
Some More
Pages 18 & 19

Target: Raise your hand. Put your hand down. Take out your book. Put
your book away. Pick up your pencil. Put your pencil down. Write your
name. Look at the board.
Numbered list
Unit Two TPR and Vocabulary. Students are in teams. Each team member is
Let's Move given a colour. There is one of each colour in each team. Either tell
Page 20 each person their colour, or give them a card with that colour. The
teacher says, "If you have a red card, please stand up." Or: "If you are
red, please stand up." Or: "The first red to stand up gets a point for their
team." Or: "Reds, please stand up."
Blind TPR commands. Students are in pairs. One student is blind. The
other gives commands: "Pick up your pen. Put your pen away."

Four Skills Test. Include p23 (part 5) as part of the listening test

Unit Two
Let's Listen
Page 21

Throw six to say. Page 21 (part 1). Students in groups of four or five
have one die per group. They take turns to throw the die. As soon as
one student gets a six, the student starts reading the words in order:
"This is a book, this is a bag..." The other students continue to throw the
die in order, trying to get a six before the first student has read all ten
Unit Two words. The next student to get a six starts reading, interrupting the first
Let's Review student. It may be an idea to have the student who is currently speaking
Pages 22 & 23 hold up a "speech box" flag, or put on a hat.
Count the guesses. Page 23 (part 4) Students are in pairs. One student
chooses an item but does not say which one. The other student guesses:
"Is it the brown table?" For each wrong guess, the first student gets one
point. This can also be done with cards.

Target: Hi, John. This is my friend, Sarah. Let's play.

SPS two wins conversation. Each student gets a LG student identity.
In pairs, they SPS. The winner can ask, "What's your name?" After two
wins, the student can call over their first partner and introduce him/her
to the second: "John? Please come here. This is my friend, Kate."
Unit Three
Let's Talk
Let's Sing
Pages 24 & 25

Target: What are these? They're cassettes/ crayons/ pencil cases/

tables/ markers/ notebooks
Numbered list.
Three card shuffle.
Unit Three Concentration. Match the singular with the plural.
Let's Learn Eight cards in a row. Students work in teams. Start with all the eight
Pages 26 & 27 cards face up in a row. The team says their eight cards in order. Then
they turn over the first card and say all eight again. After this, they turn
over the second card, and again say all eight. They proceed to turn over
 one card at a time until they can correctly say all eight cards face down,
in order.
Rhyming words. What are these? They're bees. What are these?
They're chairs.
Ask and remember. Students in pairs have five or six cards each. One
student shuffles the cards and doesn't look at them. This student holds
up one card at a time to their partner asking, "What are these?" The
other student gives the answers. When the first student has asked about
all the cards, they then tell their partner what each card is, again without
looking at them. ("These are pencils.") For each correctly remembered
card they get one point.

Target: How many sneakers? One/ two/ three/ four/ five/ six/ seven/
eight/ nine/ ten.
SPS fingers. Instead of "Scissors, paper, stone" say: "How many
fingers?" and then put out one to five fingers. The first person to shout
the correct number of total fingers shown wins.
Unit Three Interlocking hands. (For counting) Students sit in a circle around a
Let's Learn table, or on the floor. They place their hands on the table in an
Some More interlocking fashion: i.e. if students are arranged A B C D E then their
Pages 28 & 29 hands (left L, and right, R) are BR AL CR BL DR CL ER DL AR EL.
One student starts, lifting and dropping one hand and saying "One." The
next student in order of the hands (let's say, clockwise), slaps the table
and says two. Continue to twenty or so. Anyone who makes a mistake -
slaps at the wrong time or says the wrong number - is out, and removes
their hand from the circle. A more complicated version allows for a
change in direction by a double slap - and counting down.
Team race. (For counting) Teams stand up and race to count up to 20
and back to one. The first to finish sits down. An alternative is that
students sit, and every third person doesn't say the number but stands up
instead (teams of 5 or 7 students.)
Pair Quiz. Ask questions about things in each other bags or pencil
cases. "How many books?" "How many red pens?"
Team Quiz. (Problem: assumes that students can recognise numbers
up to 15 or 20). How many books are there on page 13 of the students'
book? The teacher asks questions. For example: p6 boys (2); p7 chairs
(5); girls (3); p8 rulers (2); boxes (2); p9 cats (3); pencils (2); p10 books
(1); p11 red letters (9); blue letters (9); yellow letters (8); books (6);
pencils (2) p12 chairs (2); teachers (3); books (2); girls (4); p13 red
books (5); blue pencils (2); pink erasers (5); desks (4) p14 girls (1);
boys (2) p15 hands (8); desks (4); apples (2); green bags (3) p16 green
books (2); blue books (1); p17 black cats (3); red birds (4); yellow eyes
(4); p18 blue books (3); p19 cats (4); books (6); apples (2); p20 yellow
pencils (3); yellow books (2); green bags (2)
Surprise quiz. Review plurals such as "What are these?" "They're
pencils" using the teacher's cards. When you have gone through the
cards, then put them down and ask the students in teams, "How many
pencils were there?"
Bring me. Bring me three bags/ four pencil cases/ six red pens.
Brief view then quiz. Show a picture with lots of items on it for just
 one minute. Students look at it. Then ask the students "How many?"
Find the differences. Students in pairs have two pictures that contain
different numbers of items. They have to find all the differences
without looking at their partner's picture.

Target: Make a circle (or Draw a circle). Make two lines (or Draw a
line). Go to the door. Come here. Count the girls. Count the boys. Draw
a picture. Give me the crayon.

Unit Three
Let's Move
Page 30

Four Skills Test.

Unit Three
Let's Listen
Page 31

Target: Hi, Mom! I'm home. This is my mother. This is my friend,

Andy. It's nice to meet you, Mrs. Hill. It's nice to meet you, too, Andy.
Say all you can from the picture Students are in teams and take turns
to give words or sentences for the picture on page 32. The team gets
one point for a word, and two points if they put the word in a sentence.
Unit Four SPS three wins to finish. Students in pairs do SPS. The winner starts
Let's Talk the conversation: "Hello. What's your name?" Loser: "I'm Namiko.
Let's Sing What's your name?" Winner: "I'm Etsuko. Nice to meet you." Loser:
Pages 32 & 33 "Nice to meet you, too." After three wins the student can sit down (or
first do the conversation with the teacher.)
SPS progressive conversation. On the first win, the winner asks:
"What's your name?" and the loser responds. On the second win, they
ask: "How are you?" and on the third win they say: "Nice to meet you."
Talk to all, team race One student in each team of 6 becomes Kate and
another Andy (or the friend). The other four students are mom (mother),
daddy (father), granny (grandmother) and grandpa (grandfather). (NB.
This presumes that the children learn these words.) On "Go" Kate has to
introduce her friend to all the other members of her family.

Target: Who's he? Who's she? He's my brother/ father/ grandfather/

friend. She's my mother/ sister/ grandmother/ baby sister. (Problem
with "my" in the sentences.)
Listen for the correct question. The teacher holds up the people cards
Unit Four without looking at them and asks: "Who is he?" or "Who is she?" at
Let's Learn random. If the student replies to the wrong question, they are out.
Pages 34 & 35 Out if you make a mistake. Students stand up. The teacher points at
 random to boys or girls in the class, and all respond: "He's a boy," or
"She's a girl." Any who say the wrong thing ("She's a boy.") or get the
wrong sex are out and sit down.
Photograph time. Students are in teams, and each have one of the
family cards. The teacher calls out the order in which the family must
stand for the next photo, and the students put themselves in a line in the
correct order. The first team ready gets a point.
Students stand up. Teacher says: "If you have six brothers, please sit
down." Decrease the number down to "If you have no brothers, please
sit down." Repeat for sisters. Then students can ask each other (eg SPS
three wins to finish) "How many brothers/ sisters?"
TPR and vocabulary. Team members become family members.
"Mothers, stand up."
Reading. "I love my family." by Addison Wesley Publishing Company

Target: He's tall/ young/ ugly/ thin. She's old/ short/ pretty/ fat.
Whiteboard drawing. Draw a thin cat, a tall dog. Let students make
some suggestions.
Match and keep. Students have two piles of cards - the relatives and
the adjectives. One student chooses a card from each pile. They make
Unit Four the sentence: "My grandfather is NOT short." or "My grandfather is
Let's Learn thin." If the sentence is negative, both cards are returned to their
Some More respective piles. If the sentence is positive, the student takes the two
Pages 36 & 37 cards.

Target: Go to sleep. Wake up. Do homework. Eat dinner. Make a

mess. Clean up. Watch TV. Play the piano. Don't watch TV.
Eight cards in a row. When the card is turned over, the command
becomes the negative: "Don't go to sleep." or whatever.
Timed charades. If the team can guess the command in less than 5
Unit Four seconds, they get 10 points; in less than 10 seconds they get 6 points,
Let's Move and in under 15 seconds, they only get 3 points.
Page 38

Four Skills Test.

Unit Four
Let's Listen
Page 39

Throw six to start.

Brief view quiz. Page 41 part 4. Students look for just 30 seconds at the
page, then everyone closes their books.
Mid-term review. Unless the students can already read and write, skip
this. If the students can read and copy, perhaps the teacher can write all
Unit Four the answers randomly on the board. When the answers are written, the
Let's Review
Pages 40 & 41 teacher can then read them out in order from the board. (Variation 1)
Students can look in their student books or homework books to find the
answers.

Target: Happy birthday. How old are you? I'm seven years old. This is
for you. Wow! A robot! Thank you.
SPS three cards. Students pair up and do SPS. The winner says:
"Happy birthday. How old are you?" Loser: "I'm ten." Winner: "This is
for you," (and hands over one of their cards). Loser: "Wow! A pencil!
Unit Five Thank you." The aim is to give away your presents.
Let's Talk Wrapped up presents. Students wrap one card in a piece of paper and
Let's Sing then do the conversation in pairs. (Sorry, not an excellent idea.)
Pages 42 & 43 SPS find your partner. Students each have an age written on a card.
They do SPS and the winner asks: "How old are you?" Loser: "I'm
seven." Winner: "Oh! I'm ten." If they are different ages, they change
cards. If they are the same: (winner: "Ah! Me, too!) they are finished.
Speaking when the whistle blows. Students are in groups. When the
teacher says, "Go" and starts the stopwatch, the first student says:
"Happy birthday. How old are you?" The second student replies: "I'm
ten," then turns to the third student and initiates the conversation. At
one minute, the person who is speaking has to do a forfeit - eg three
press-ups, or five jumps. Then either continue with the same
conversation, or change it: ("This is for you." "Wow! A pencil! Thank
you!"). The losing student becomes the first to do the next conversation.

Target: What is it? I don't know. It's a yo-yo/ kite/ car/ ball/ doll/
puzzle/ robot/ jump rope/ bat/ bicycle
Choose a card and guess. Students are in groups of up to five. Put five
cards on the table, face up, and the others in a pile face down. The first
Unit Five student chooses one of the cards but doesn't say which one. The next
Let's Learn student (on the first student's left) guesses: "Is it the car?" If it is not, the
Pages 44 & 45 next student guesses. If it is, that student takes the card and the replaces
it with one from the pack. If no one guesses the card, the student keeps
it and a new card replaces it. That student gets another turn at choosing.
This is a variation of count the guesses because there are ten items.

Target: It's little/ big/ long/ short/ round/ square. It's a long pencil
Whiteboard drawing. Draw a big car. Draw a little book...
Bring me team game. Bring me something long, short...ugly.
Pictionary. A long car. A short yo-yo...
Unit Five
Let's Learn
Some More
Pages 46 & 47
 Target: Can you play with a yo-yo/ throw a ball/ catch a ball/ hit a ball/
do a puzzle/ jump rope? Yes, I can. No, I can't.

Unit Five
Let's Move
Page 48

Four Skills Test.

Many different questions. The teacher shows a TC and elicits a
question - eg "What's this?" "It's a puzzle." Then the card is given to
one of the students, who is asked to repeat the question. This continues
until all the students have a card and know the question they have to ask
Unit Five for that card. Then they pair up and ask their questions. When they have
Let's Listen both given their answers, they swap cards and move to different
Page 49 partners. This can also be timed to two or three minutes and the
students count how many different questions they have asked.
Problem: slightly difficult.

Target: How's the weather today? It's sunny/ rainy/ windy/ snowy/
cloudy.
Extra: (maybe) Let's play baseball/ put up an umbrella/ fly a kite/ make
a snowman/ study English.
SPS questionnaire. Students have a map of Japan each with six
Unit Six locations written on. The questionnaire has the six locations in one
Let's Talk column, and the weather in the second column. The teacher has a
Let's Sing master sheet with the weather for all six locations, but on each student's
Pages 50 & 51 sheet is the weather for only ONE location. The students have to find
out the weather at all the other locations. They pair with another student
and do SPS. The winner then looks at his chart, chooses one location
where they don't yet know the weather and asks: "How's the weather in
Nagasaki?" If the loser knows, they say, and the winner writes it in their
chart. But if the loser doesn't know, they say, "I don't know."
Homework. How's the weather on Monday/ Tuesday etc. Students keep
a week's log.

Target: How many clouds are there? There are six clouds. Oh no!
There's one big cloud. Flowers/ trees/ puddles. (Problem: I think this
grammar is too complicated at this stage, so I do this as a review of
pages 28, 29 only.)
Unit Six Surprise quiz.
Let's Learn Brief view. Students get maybe eight cards each, with a mixture of
Pages 52 & 53 singular and plural, and several cards showing the same items. They
look at their own cards for maybe half a minute or so. Then they have
to swap the cards with their partner's. They ask questions to see who
has the better memory! "How many trees?"
Make a team quiz. Students in small teams make a set of questions to
ask other teams: eg. "How many cats are there on page 59?" They also
 write down the correct answer. When every team has at least eight
questions, teams take turns to ask one question to the other teams.

Target: Where's the kite? It's in the tree. Where are the books? They're
under the table. On/ by. Where are they? Where is it? Problem: the
plural is perhaps too difficult at this stage and maybe the singular is
sufficient.
Whiteboard drawing. Draw an elephant under a desk/ a snowman by a
Unit Six tree/ a bicycle in a cloud. Allow students to make suggestions.
Let's Learn TPR. Put your pencil on your pencil case. Put your book under your
Some More chair.
Pages 54 & 55 Uno for prepositions. Students have to read the cards before they put it
down. Alternatively, they can put the card face down - forcing them to
say it.
Bingo from Uno cards. Use the Uno cards to make a set of bingo
pages.

Target: Can he/she climb a tree/ play baseball/ read a book/ play tag/
ride a bicycle/ fly a kite? Yes, he/she can. No, he/she can't.
Human bingo. Make a sheet with the twelve "can you" cards (93-98,
111-116) and "can you write your name?" "Can you draw a picture?"
"Can you do homework?" "Can you play the piano?" arranged on a 4 *
Unit Six 4 grid, with space to write under each one. Students then go round and
Let's Move ask others "Can you play the piano?" or whatever. If the answer is yes,
Page 56 that student signs the sheet in the appropriate square. ("Please write
your name here.") Students try to get bingo, and then go for double
bingos. (Idea from FLTeach mailing list)

Four Skills Test.

Find someone who... Use p59 (4). The first student asks: "Can you
climb a tree?" The other student replies yes or no, and the first student
writes the other's name in the appropriate box. They change to other
partners and continue. Who can fill the most boxes (yes and no)?
Unit Six
Let's Listen
Page 57

Unit Six
Let's Review
Pages 58 & 59
 Target: I'm hungry. I want an apple. I'm thirsty. I want juice. Here you
are. Thank you. You're welcome.

Unit Seven
Let's Talk
Let's Sing
Pages 60 & 61

Target: What do you want? I want ice cream/ cake/ milk/ fish/ chicken/
pizza/ bread/ rice. I want chicken and rice.
Throw all five. Students are in groups of four to six. Each student has
five cards placed face up in front of them. The leftmost card is one and
Unit Seven the rightmost card is five. The students take turns to throw a die. If the
Let's Learn student throws a one, they say: "I'm hungry. I want to eat bread," or
Pages 62 & 63 whatever number one is. Then they pick up the card, pretend to eat it,
and put it face down in the same position. If the student has already
eaten that "number", they say: "I'm not hungry." If they throw a six,
they can choose to eat any one of their remaining cards. If there are not
enough cards photocopy five on a sheet, and then cut slits between them
so that they can be folded in two when eaten. (Idea from Setsuko
Toyama, at the JALT conference October 1997)
Don't take the last card. Students in pairs have the eight food cards,
plus card 131 to represent "juice" and the spider card. They arrange the
cards in a pyramid with the spider at the top, and rows of two, three and
four below it. The aim is not to eat the spider. Students can choose to
eat one, two or three items at any one time, but the person who eats the
spider - the last card, is the loser. When they take cards, they say: "I'm
hungry. I want cake and bread," or whatever. (Variation 1) An
alternative set of rules is that a student can take cards from only one
line in any one turn, up to all the remaining cards in that line (e.g. up to
four cards from the bottom line.)

Target: Do you want chicken? Yes, I do. No, I don't. I want pizza.
Count the guesses.
(Collect a set. Students have four of one card. They go to others and
ask, "Do you want chicken?" If the answer is yes, they give the other
student the chicken. The other student then offers the first something.
Unit Seven Students should always have four cards. Problem - not a particularly
Let's Learn good activity.)
Some More
Pages 64 & 65

Target: Buy an apple. Wash it. Cut it. Eat it. Buy juice. Open it. Pour
it. Drink it. Can you drink it? Can you eat it?
Three card shuffle Use four cards of one set. Students have to say the
four in the correct order.
Match and keep. Students have two piles of cards - the verbs and the
Unit Seven food. One student chooses a card from each pile. They say: "Can you
Let's Move wash bread?" If the answer from the other students is: "No, you can't,"
Page 66 both cards are returned to their respective piles. If the answer is: "Yes,
you can," the student takes the two cards.
Say all eight. Students get one card each. They show the card to a
partner who says it, and then read the partner's card. Then they change
cards and move to different partners. When they have said all eight
cards, they are finished. (Problem: not a very good activity.)

Four Skills Test.

Unit Seven
Let's Listen
Page 67

Target: What's your favorite color? Red. What about you? I like blue.
Questionnaire. What's your favorite color/ sport/ game/ animal/ TV
show/ fruit/ drink?

Unit Eight
Let's Talk
Let's Sing
Pages 68 & 69

Target: Look! There's a dog. I like dogs. What do you like? I like
frogs. I like frogs, too. Birds/ dogs/ cats/ rabbits/ spiders

Unit Eight
Let's Learn
Pages 70 & 71

Target: Do you like rabbits? Yes, I do. No, I don't.

SPS three wins to finish. Use current pop-stars. "Do you like Namie
Amuro?"

Unit Eight
Let's Learn
Some More
Pages 72 & 73

Target: Can it walk/ run/ swim/ fly/ hop/ jump? Yes, it can. No, it
can't. Alternatively, change to: Can dogs run? Yes, they can.)
Match and keep. Use plural animals
Unit Eight
Let's Move
Page 74

Four Skills Test.

Unit Eight
Let's Listen
Page 75

Board race. Make a track with about 40 squares from start to finish. In
each square put a question or command: "What's this?" "What color is
this?" "What are these?" "How many are there?" "Who's he/she?" "Can
you...?" "Please..." "Where's the....?" "Go back three." Then make
another sheet with a space for the cards for each question type (but
Unit Eight "What's this?" and "What color is this?" can use the same pile, and
Let's Review same for the plurals.) Put a selection of the cards in their places. Groups
Pages 76 & 77 have one die and every student uses a coloured paper clip to indicate
their position on the board.

Bad Fruit: A Shoppers' Nightmare

Level: Easy to Medium
This is an oral communication activity appropriate for EFL learners in elementary/primary
school. (It's optimal for grades 3-6). This game is designed for practicing "shopping"
dialogues and vocabulary.
Materials: "produce" and play money.
Object of Game: To accumulate as many products as possible.
Students are divided into clerks and shoppers.
The clerks set up "stands" to allow easy access for all shoppers (e.g. around the outsides of
the room with their backs to the wall).
The shoppers are given a set amount of money* (e.g. dollars, euros, pounds, etc.) and begin at
a stand where there is an open space.
Students shop, trying to accumulate as many items as possible (each item is 1 unit of
currency).

Periodically, the instructor will say "stop" (a bell or other device may be needed to attract
attention in some cultural and classroom contexts) and call out a name of one of the products.
Students with that product must then put ALL their products in a basket at the front of the
room. The remaining students continue shopping. Students who had to dump their products
must begin again from scratch (with fewer units of currency).

The student with the most products at the end wins.

Students then switch roles.
*It is recommended giving students as much money as possible since students who run out
can no longer participate.
Alternative play for more advanced students: Clerks set the price of items. Shoppers have
the option of negotiating the price. There are two winners in this version: The shopper who
accumulates the most products and the clerk who makes the most money.
Submitted by: Mike Yough

What's the Question?

Level: Any Level
Type of Activity: listening and speaking
Purpose: review question forms previously studied in class
Procedure:
Form two teams (three will work, but two seems to add just the right amount of competitive
tension).
Explain the game, with a few examples of answers in search of questions. Ask, 'What's the
question?', and get students to correctly say the corresponding questions for your answer.
Have two players--one from each team--come to the front. Style it like a game show if you
like, with the students standing side-by-side. If you have access to bells or buzzers, it's even
more fun.
Next, read an answer to a question and say, 'What's the question?' The fastest player to
respond wins a point for her/his team. New contestants come to the front for a new round.
Rationale: This game forces the students to think backwards a little, so they must provide a
grammatically perfect question. All too often, they are used to answering rather than asking
questions, so this is challenging and useful as review.
Submitted by: Tim

Toilet Paper Icebreaker

Level: Any Level
This activity is used as a "getting to know you", icebreaker on the first day of class.

1. Teacher takes the toilet paper roll and takes several squares of toilet paper, then hands
the roll of toilet paper to a student. The teacher tells the student to take some, more
than three.
2. After everybody in the class has some paper, we count the squares we have, then we
have to tell that many things about ourselves, in English.
This activity works well with substitute teachers also.
The toilet paper is such an attention getter.
Submitted by: Linda LeBlanc

Chain Spelling (Shiri-tori)

Level: Easy to Medium
The teacher gives a word and asks a student to spell it, and then a second student should say a
word beginning with the last letter of the word given. The game continues until someone
makes a mistake, that is, to pronounce the word incorrectly, misspell it or come up with a
word that has been said already, then he/she is out. The last one remaining in the game is the
winner.
This game can be made difficult by limiting the words to a certain category, e.g.. food, tools,
or nouns, verbs, etc.
Submitted by: Huang Shufang

Bang Bang
Level: Easy
Divide the group into two teams. Explain that they are cowboys and they are involved in a
duel. One student from each team comes to the front. Get them to pretend to draw their
pistols. Say "how do you say..." and a word in their mother tongue. The first child to give the
answer and then "bang bang", pretending to shoot his opponent is the winner. He remains
standing and the other one sits down. I give 1 point for the right answer and 5 extra points if
they manage to "kill" 4 opponents in a row.
Editor's Note: Instead of saying the word in the students' mother tongue, it would be possible
to use a picture or to say a definition ("What do you call the large gray animal with a long
nose?")
Submitted by: Liz

Battle Ships - A Vocabulary Game

Level: Easy to Medium
Preparation:
Divide the students in to groups of four or five. Then ask the student to make the name for
their ships for example with the names of animals, cities, movie stars or let them find their
own favourite names.
Ask them to choose the Captain and the Shooter. The captain's duty is to memorize his ship's
name, so he can reply if somebody call his ship's name. The shooter's duty is to memorize the
names of the ships of 'their enemies', so he can shoot them by calling their ship's name.
Activity:
Arrange all the captains in a circle, the ships' crews must line up behind their captains. The
shooter is the last crew member in line.
The teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend
their ships from the attacks. Every students (except the shooters) must find their own words.
The lexical area for example, "Four Legged Animals". Give the students 1-2 minutes to find
as many possible words as they can and memorize them.
Start the game by calling a ship's name, for example the ship name is "THE
CALIFORNIAN". The captain of THE CALIFORNIAN must reply with a word from the
lexical area given, for example he says "TIGER" followed by his crews behind him one by
one, "COW"; "SHEEP" until it  is the shooter turns and he calls out the name of another ship
and the captain of the ship called must reply and his crews must do the same thing. No word
can be repeated.
If the captain is late to reply (more than 2 seconds) or his crew can not say the words or a
word repeated or the shooter shoots the wrong ship (his own ship or the ship that has already
been sunk) the ship is sunk, and the crew members can join the crew of another ship.
The teacher can change the lexical area for the next round.
In the last round there will be two big groups battling to be the winner.
Submitted by: Agung Listyawan

Describing Appearances & Characteristics of People

Level: Easy to Medium (Low to low intermediate)
Each student is then give one sheet of paper.  One student sits at the front of a room.  He/she
describes a person and the rest of the class draws the person being described.
It is more interesting if the person being described is known by everyone. Once the student
has finished describing that person then he/she reveals who it is and each student shows
his/her drawing. The laughter from this is hilarious as the impressions tend to make the
character in question look funny.
It is a good idea to encourage students to ask the interviewee student questions about who
they are describing.
Submitted by: Darrell

Sentence Race
Level: Any Level
A good game for large classes and for reviewing vocabulary lessons.

1. Prepare a list of review vocabulary words.

2. Write each word on two small pieces of paper. That means writing the word twice,
once on each paper.
3. Organize the pieces like bundles, 2 bundles, 2 sets of identical words.
4. Divide the class into 2 teams. get them to make creative team names.
5. Distribute each list of words to both teams. every student on each team should have a
paper.  Both teams have the same words.
6. When you call a word, 2 students should stand up, one from each team. The students
must then run to the blackboard and race to write a sentence using their word.
The winner is the one with a correct and clearly written sentence.
This is always a hit with kids. For more advanced students, use tougher words.
Submitted by: Thomas D. J-B

Paper Airplane Game

Level: Any Level
Draw a target (with points - like a dart board) on the white board or use a cardboard box in
the middle of the room. Then, students make paper airplanes and launch them after they
answer your question in the form of a sentence. I don't except my beginners/low intermediate
students to form complete sentence so I help them to form correct sentences. To my surprise
they will repeat the sentence several times (while I'm helping them) just so they can throw
their airplane. For beginner and low intermediate classes, I recommend formulating questions
that lead to 1 or 2 types of answers. This allows for better memorization. For example, use
CAN/WILL questions and write the beginning part of the answer on the board "I can/will...". 
I recommend giving a prize to make the target points mean something, thus peaking their
interest.
Submitted by: Ell Saunders

Pictionary (Game 1) - revamp - Charades (Game 2)

Level: Any Level
Write out series of categories like professions (doctor, bus driver, etc.), animals, foods,
actions (fishing, haircut, etc.) then divide the class into groups of 2. One student draws and
the other guesses. Next turn, the guesser draws and drawer guesses. This game works best
with the arbitrary stop watch (30 seconds). This is designed for one lesson.
Then for another day take the same categories (or create new ones) and play the same game
except students, this time, act it out (no speaking or noises).
Submitted by: Ell Saunders

Spelling Contest
Level: Any Level
First, if you have a large class you have to divide it in 2 teams. then the teacher says a word
or a sentence depending on the level for the students to spell.  Students should spell these
correctly with not even one mistake. The team that has more points is the winner
Submitted by: Revolle Soyer
What's the Meaning?
Level: Medium to Difficult
You, the teacher, may need a dictionary do this activity.

 Choose a word which is long, difficult, and unknown to the students, a good word to
begin with is: warmonger.
 Without using a dictionary, your students write down a definition. (They can work out
the definition in groups of three).  Allow them a few minutes to think and write.
 Collect the definitions and read them aloud.
 When you have finished reading, they will have to vote which of those is the correct
one. (It doesn't matter if none of them is the correct one)
 After they have voted and none of the groups guessed the meaning you read the
correct one aloud.
The idea of this game is to let students be creative and practice writing skills.
Then you can have the students to discuss their writings.
Submitted by: Natalia Iglesias from Argentina