1. SPEED
This is a great partner or group game to play when reviewing vocabulary. Each group of two or three students will receive a pack of cards. The cards will depict the vocabulary that is being reviewed at the time. For example: If reviewing the foods, each card in the deck would have a picture of a different food, or the word for that food in the target language. It is recommended to make decks of about 21-31 cards. Odd numbers are better to avoid ties. Students must have their desks facing each other and must lay the cards out face up. Before each round, tell students in the target language to put their hands on their heads. When all students have their hands on their heads, call out a word from one of the cards. The first student to touch that card gets to put it in his/her pile. At the end, the student with the most cards wins.
There are many possible variations of this game:
Cards with pictures, say the word in the target language.
Cards with words in English, say the word in target language.
Cards with words in target language, say the word in English.
*If you don't have time to create a deck of cards for speed, you can put the pictures or words on sheet of paper and have students point to the picture/word with their pen/pencil. They would then mark the work with a symbol, or a color and at the end of the game the student who gets the most words wins.
2.DIX/DIEZ
This is a good filler for the end of the period and an excellent review of numbers. Have the entire class stand up. Start with a student in the front corner of the room. That student starts with the number “one” in the target language. That student has the option to say up to three numbers at a time in sequence. For example, the first student can say, “one”, “one, two”, or “one, two, three”. Then the next student continues where the person in front of him/her left off. Again, that student can say up to three numbers in sequence. The person who ends up having to say “ten” is out. Remember, students cannot say more than three numbers at a time! This game doesn’t just have to be played with the numbers 1-10. It can be played with 11-20. 21-30, 91-100 etc. Just make sure you choose numbers in groups of ten. In order to start in different spots of the room for each game, you can make it a rule that the first student out gets to start the next game.
3. SCATTERGORIES
This game is played as a class and is another way to review vocabulary. The teacher will put 5-10 categories on the board. Examples of categories could be colors, rooms in the house, months of the year, something you put in your backpack, etc. Make sure that the category you pick is neither too narrow, nor too broad.
Students number their papers and write one word that fits into that category. There are three rules when picking a word: students may not look anything up, they must be able to spell it in the target language and say it in the target language. Everyone stands up and the teacher asks for volunteers to say the word from the first category. Everyone who has the same word must sit down. If a person says a word that nobody else has, they stay standing. At the end, everyone still standing wins that round. Then everyone stands up again to play round two. Be sure to check the winners’ papers for each round!
This is a great partner or group game to play when reviewing vocabulary. Each group of two or three students will receive a pack of cards. The cards will depict the vocabulary that is being reviewed at the time. For example: If reviewing the foods, each card in the deck would have a picture of a different food, or the word for that food in the target language. It is recommended to make decks of about 21-31 cards. Odd numbers are better to avoid ties. Students must have their desks facing each other and must lay the cards out face up. Before each round, tell students in the target language to put their hands on their heads. When all students have their hands on their heads, call out a word from one of the cards. The first student to touch that card gets to put it in his/her pile. At the end, the student with the most cards wins.
There are many possible variations of this game:
Cards with pictures, say the word in the target language.
Cards with words in English, say the word in target language.
Cards with words in target language, say the word in English.
*If you don't have time to create a deck of cards for speed, you can put the pictures or words on sheet of paper and have students point to the picture/word with their pen/pencil. They would then mark the work with a symbol, or a color and at the end of the game the student who gets the most words wins.
2.DIX/DIEZ
This is a good filler for the end of the period and an excellent review of numbers. Have the entire class stand up. Start with a student in the front corner of the room. That student starts with the number “one” in the target language. That student has the option to say up to three numbers at a time in sequence. For example, the first student can say, “one”, “one, two”, or “one, two, three”. Then the next student continues where the person in front of him/her left off. Again, that student can say up to three numbers in sequence. The person who ends up having to say “ten” is out. Remember, students cannot say more than three numbers at a time! This game doesn’t just have to be played with the numbers 1-10. It can be played with 11-20. 21-30, 91-100 etc. Just make sure you choose numbers in groups of ten. In order to start in different spots of the room for each game, you can make it a rule that the first student out gets to start the next game.
3. SCATTERGORIES
This game is played as a class and is another way to review vocabulary. The teacher will put 5-10 categories on the board. Examples of categories could be colors, rooms in the house, months of the year, something you put in your backpack, etc. Make sure that the category you pick is neither too narrow, nor too broad.
Students number their papers and write one word that fits into that category. There are three rules when picking a word: students may not look anything up, they must be able to spell it in the target language and say it in the target language. Everyone stands up and the teacher asks for volunteers to say the word from the first category. Everyone who has the same word must sit down. If a person says a word that nobody else has, they stay standing. At the end, everyone still standing wins that round. Then everyone stands up again to play round two. Be sure to check the winners’ papers for each round!
4. PARTNER TIC-TAC-TOE
This activity can be used to review grammar or vocabulary. You can make A/B papers for grouping purposes, but it is not necessary. You will create at least two tic-tac-toe boards. You can put pictures, verbs, questions etc. in the boxes. In order to be able to put an X or O in the box the student must say what the picture is, conjugate the verb, answer the question etc. in the target language. The first one to get tic-tac-toe wins!
5. PARTNER CROSSWORD
This is an A/B activity. In this activity students take turns providing clues so that their partner can fill in the crossword puzzle with answers. You will create TWO crosswords (you can use puzzlemaker.com to do this). Then by cutting and pasting, you will swap the clues for each crossword. Each student will take turns reading the clues to their partners and their partner will write the answer on their paper and vice versa.
This activity can be used to review grammar or vocabulary. You can make A/B papers for grouping purposes, but it is not necessary. You will create at least two tic-tac-toe boards. You can put pictures, verbs, questions etc. in the boxes. In order to be able to put an X or O in the box the student must say what the picture is, conjugate the verb, answer the question etc. in the target language. The first one to get tic-tac-toe wins!
5. PARTNER CROSSWORD
This is an A/B activity. In this activity students take turns providing clues so that their partner can fill in the crossword puzzle with answers. You will create TWO crosswords (you can use puzzlemaker.com to do this). Then by cutting and pasting, you will swap the clues for each crossword. Each student will take turns reading the clues to their partners and their partner will write the answer on their paper and vice versa.
6. SHOUT
This is a team game that reviews vocabulary. It is a great game to play before a test or a quiz. You will make up three different sets of index cards. The cards should be three different colors. First choose your list of words or phrases. Make a set of index cards in English (this is your set) and then make two identical sets (each a different color) in the target language. Those sets should correspond with your set in English. Divide the class into two teams. Pass the cards out to each player of the team. Each student should have the same amount of cards, or as close to the same as possible. You will read a word or phrase from your English deck and the first person to 1.Stand up, 2. Hold up the card and 3. Say the word in the target language will get the point for their team. The team with the most points wins.
7.LA BOMBA/LA BOMBE
This team game is a good review of about anything you are doing in class; grammar, vocabulary, question/answer etc. The class must be divided into two teams. You will need to make a deck of 30 cards and 30 questions that correspond with each card. You will need the following cards: a gift, a party, a safe, dynamite, a bomb, an explosion and a thief. Each picture has different points values. The cards will be randomly placed face down on a numbered concentration board or you can hang them on your chalkboard/white board (just make sure they are numbered 1-30). Students will pick a number from 1-30 (in the target language of course!) and the teacher will ask the question that corresponds with that number. If the student has the correct answer, the card will be revealed and they will receive those points. If the student has the wrong answer, the card does not get turned over and that team loses 10 points. That question is still on the board can be chosen again by another player.
The following is a list of the points values for each card:
1. Gift=20 points (Make 5 of these cards)
2.Party =40 points (Make 5 of these cards)
3.Safe with money=100 points (Make 4 of these cards)
4.Stick of dynamite= lose 10 points (Make 5 of these cards)
5.Bomb= lose 20 points (Make 5 of these cards)
6. Explosion=lose all points (Make 4 of these cards)
7.Thief=Steal points from the other team. (Make 2 of these cards)
8. SHARK ATTACK
The concept of this game is similar to that of “La bomba/la bombe”. The only difference is that it deals solely with the conjugation of verbs. You will use the six subjects and pick six verbs. Divide the class into two teams. Each team will take a turn and pick a subject and a verb. They must conjugate the verb with that subject in the tense indicated. If the player on the team has the right answer you will reveal the picture. This is best done on an overhead, with the pictures being covered by post it notes. At the end, the team with the highest number of points wins. Be sure that you create new templates each time you play, so the pictures are in different positions on the board!
The following is a list of points values for each picture on the board:
Fish= 10 points
Whale= 20 points
Treasure Chest= 50 points
Crab= lose 5 points
Octopus= lose 20 points
Shark= lose all points
Fisherman=Steal all of the points from the other team.
9. WHO'S THAT? (C'EST QUI?/¿QUIÉN ES?)
Who's that? (C'est qui? ¿Quién es?) is a fun question and answer game that is played with the entire class. Each person in the class is given a chart with 10 pictures at the top and 5 lines on the side to write student names. They should represent vocabulary/verbs that are being studied in class. Five students are chosen to be in the front of the room. They will each be given a card, or a strip of paper with two of the pictures represented on the chart. The students at the front of the room must hide these pictures from their classmates. Students in the class must first write the names of the five students up front on their papers. One at a time members of the class take turns trying to guess who has the picture of each object on their sheet. All students must record the answers that they are given. If the student in the front says that he/she does not have the item, this would be recorded with an X in the box next to that student's name. If the student says that he/she does have the item a check would be put in the appropriate box. The teacher will determine the order in which students ask questions. All students record the answers as they are given, not just the student asking the question. Students should be informed that only one person has each object and each person only has two objects. If you photocopy the record-keeping sheet back to back the activity can be done twice by assigning the slips to five new students for a second round.
The following is an example of how to play.
Food and Drink: Students can ask "Do you want pizza?"
If the student has the picture he says: "Yes, I want pizza."
If the student does not have the picture he says: "No, I don't want pizza."
There are six winners. The last person standing in the front of the room wins.
Each person in the class who gets someone from the front of the room out, wins.
A student is deemed "out" once someone in class figures out both items and asks about them in one question. For example: "Do you have pizza and soda?"
This activity is done entirely in the target language.
The possibilities with this game are endless, but some more examples include:
Community and Neighborhood:
Are you going to the mall?
Yes, I am going to the mall.
No, I am not going to the mall.
Education:
Do you have a pencil?
Yes, I have a pencil.
No, I don't have a pencil.
*This is a game that we discovered when we went to a workshop presented by Joshua Cabral. He is an amazing presenter and has many great ideas and a fantastic blog. You can find the link to his blog in the "Bonus material" section.
The concept of this game is similar to that of “La bomba/la bombe”. The only difference is that it deals solely with the conjugation of verbs. You will use the six subjects and pick six verbs. Divide the class into two teams. Each team will take a turn and pick a subject and a verb. They must conjugate the verb with that subject in the tense indicated. If the player on the team has the right answer you will reveal the picture. This is best done on an overhead, with the pictures being covered by post it notes. At the end, the team with the highest number of points wins. Be sure that you create new templates each time you play, so the pictures are in different positions on the board!
The following is a list of points values for each picture on the board:
Fish= 10 points
Whale= 20 points
Treasure Chest= 50 points
Crab= lose 5 points
Octopus= lose 20 points
Shark= lose all points
Fisherman=Steal all of the points from the other team.
9. WHO'S THAT? (C'EST QUI?/¿QUIÉN ES?)
Who's that? (C'est qui? ¿Quién es?) is a fun question and answer game that is played with the entire class. Each person in the class is given a chart with 10 pictures at the top and 5 lines on the side to write student names. They should represent vocabulary/verbs that are being studied in class. Five students are chosen to be in the front of the room. They will each be given a card, or a strip of paper with two of the pictures represented on the chart. The students at the front of the room must hide these pictures from their classmates. Students in the class must first write the names of the five students up front on their papers. One at a time members of the class take turns trying to guess who has the picture of each object on their sheet. All students must record the answers that they are given. If the student in the front says that he/she does not have the item, this would be recorded with an X in the box next to that student's name. If the student says that he/she does have the item a check would be put in the appropriate box. The teacher will determine the order in which students ask questions. All students record the answers as they are given, not just the student asking the question. Students should be informed that only one person has each object and each person only has two objects. If you photocopy the record-keeping sheet back to back the activity can be done twice by assigning the slips to five new students for a second round.
The following is an example of how to play.
Food and Drink: Students can ask "Do you want pizza?"
If the student has the picture he says: "Yes, I want pizza."
If the student does not have the picture he says: "No, I don't want pizza."
There are six winners. The last person standing in the front of the room wins.
Each person in the class who gets someone from the front of the room out, wins.
A student is deemed "out" once someone in class figures out both items and asks about them in one question. For example: "Do you have pizza and soda?"
This activity is done entirely in the target language.
The possibilities with this game are endless, but some more examples include:
Community and Neighborhood:
Are you going to the mall?
Yes, I am going to the mall.
No, I am not going to the mall.
Education:
Do you have a pencil?
Yes, I have a pencil.
No, I don't have a pencil.
*This is a game that we discovered when we went to a workshop presented by Joshua Cabral. He is an amazing presenter and has many great ideas and a fantastic blog. You can find the link to his blog in the "Bonus material" section.
10. MUSICAL CHAIRS
For this activity you need to make up cards that have a definition, or a clue about a vocabulary word (examples: This is a white drink Milk, My mother's mother is my: grandmother, or You go here to borrow books. The library.)etc.
Be sure to number all of the cards and give students a sheet of paper with numbers that correspond to those on the cards. While the music plays, the students walk around the room. When the music stops, the students sit in the closest seat and figure out the word. They then write that word on their answer sheet in the appropriate spot. When the music starts, they continue around the room. If they end up sitting down by a card they already completed, they must stay there and wait until the next round. The first student to get all of the words is the winner.
Another variation of this is to add a few dummy cards around the room. For example, if you were doing this in French you could add a few ZUT! cards. If a student sits at a desk with a ZUT! card they lose their turn and must remain there until the next round.
If you are concerned that students may look over at other cards, you may keep them face down. This helps to prevent cheating.
11. FINE LINE BINGO
*To make it easier to understand how to play this game it is recommended that you download the "Fine Line Bingo" file at the bottom of this page and look at the game board while you read the instructions. There are two sample games, one in Spanish and one in French.
This is a partner game. The object is to find four answers in a row (horizontally, vertically, or diagonally). There is only one possible way to win on each paper. Students may practice asking and answering questions in the third person, vocabulary, culture etc.
To create this game, you will prepare 32 questions. There will be answers to 24 of the questions and 8 of the questions will NOT have answers. Questions can resemble a drill or can be completely different from each other. Put 16 questions on partner A’s paper, 12 with answers and 4 without answers. Put the other 16 questions on Partner B’s paper, 12 with answers and 4 without answers. Follow the models below to prepare a game. While looking at the models below, put a question WITH an answer where you see an X and put a question that does NOT have an answer where you see an O. The four X’s that are in bold orange print are the questions that need to be asked in order to win.
Partner A will begin by asking any one of the questions on the game board. If Partner B has the answer to that question at the bottom of his/her page he/she MUST give the answer to the question. Partner A would then write that answer in that box on the game board and mark it with an X. Then Partner B asks any question on his/her board. If Partner A does NOT have the answer they would say “I don’t know” or “I don’t have it” in the target language. Then Partner B would mark that box with an O. Four X’s in a row wins the game. Students who finish early should continue to ask and answer questions until they find all the questions that have an answer.
*The models below are being shared to help teachers to create boards for their classes. It is important that each game you create has a different way to win. If not, students will memorize where the winning row is, which will defeat the purpose of the game.
**Remember to ALWAYS test your game before giving it to students.
Model A Model B Model C Model D Model E
O X X X X X O X O X X X X X X O O X X X
X X X O X O X X X X X X O X X X X X X O
X O X X X X O X X O X O X O O X X X O X
O X X X O X X X X X O X X X X X X O X X
Model F Model G Model H Model I Model J
X X X O X X O X X X O X X X X X X X X O
O X X X X X X O X O X O X O X O X X O X
X X O X X O X X X X X X X X O X O X X X
X X X O X X X O O X X X O X X X X O X X © Barbara Snyder
*To make it easier to understand how to play this game it is recommended that you download the "Fine Line Bingo" file at the bottom of this page and look at the game board while you read the instructions. There are two sample games, one in Spanish and one in French.
This is a partner game. The object is to find four answers in a row (horizontally, vertically, or diagonally). There is only one possible way to win on each paper. Students may practice asking and answering questions in the third person, vocabulary, culture etc.
To create this game, you will prepare 32 questions. There will be answers to 24 of the questions and 8 of the questions will NOT have answers. Questions can resemble a drill or can be completely different from each other. Put 16 questions on partner A’s paper, 12 with answers and 4 without answers. Put the other 16 questions on Partner B’s paper, 12 with answers and 4 without answers. Follow the models below to prepare a game. While looking at the models below, put a question WITH an answer where you see an X and put a question that does NOT have an answer where you see an O. The four X’s that are in bold orange print are the questions that need to be asked in order to win.
Partner A will begin by asking any one of the questions on the game board. If Partner B has the answer to that question at the bottom of his/her page he/she MUST give the answer to the question. Partner A would then write that answer in that box on the game board and mark it with an X. Then Partner B asks any question on his/her board. If Partner A does NOT have the answer they would say “I don’t know” or “I don’t have it” in the target language. Then Partner B would mark that box with an O. Four X’s in a row wins the game. Students who finish early should continue to ask and answer questions until they find all the questions that have an answer.
*The models below are being shared to help teachers to create boards for their classes. It is important that each game you create has a different way to win. If not, students will memorize where the winning row is, which will defeat the purpose of the game.
**Remember to ALWAYS test your game before giving it to students.
Model A Model B Model C Model D Model E
O X X X X X O X O X X X X X X O O X X X
X X X O X O X X X X X X O X X X X X X O
X O X X X X O X X O X O X O O X X X O X
O X X X O X X X X X O X X X X X X O X X
Model F Model G Model H Model I Model J
X X X O X X O X X X O X X X X X X X X O
O X X X X X X O X O X O X O X O X X O X
X X O X X O X X X X X X X X O X O X X X
X X X O X X X O O X X X O X X X X O X X © Barbara Snyder
12. DIALOGIQUES/DIALÓGICOS
This is an info gap activity. Students will have ten, two line dialogues. Each student must say one line of the dialogue and then they must decide as a pair whether that dialogue is logical or illogical. Prepare ten, two line dialogues (you can do more or less if you choose). Half of the dialogues should be logical and the other half should be illogical.
Ex. Logical A: What is your name?
B: My name is Melissa.
Illogical A: When is your birthday?
B: I like pizza.
The great thing about this game is that it is not only done ENTIRELY in the target language, but can be used with many different topics including BOTH vocabulary and grammar review.
To create your own dialogicals, do the following:
Make two copies of your dialogues. Label one copy A and one copy B. On one page delete one line of each dialogue and on the other page delete the other line. Mix it up! Delete the first line for some and the second line for others. Beginning with dialogue one, the student whose dialogue line appears first begins and the other responds. Then as a group they decide if the dialogue is logical or illogical. They do the same thing with all dialogues.
13. GOLPE/ZUT!
This is another great vocabulary review game similar to Speed (see #1 at the top of this page), but with a twist. Students will be put in groups of three to four. Each group gets a bag with a deck of cards with pictures depicting the vocabulary words you would like to review inside. Mixed in with the deck of cards in the bag there will also be "GOLPE" or "ZUT!" cards. It is recommended that you put anywhere from three to six GOLPE/ZUT! cards in the bag.
*THIS IS A TIMED GAME.
The teacher will set a timer for the desired length of the game. Students take turns pulling cards out of the bag. Once a card is pulled the student must say the word represented on the card in the target language. If the student says the correct word, he/she gets to keep that card. If the student says the wrong word, he/she must put the card back in the bag. Students will continue to rotate in this fashion. If a student picks a GOLPE/ZUT! card, he she must put ALL of his/her cards back in the bag and start over. When the timer goes off, the student that has the most cards wins.
If you would like to make the game more challenging, students can say a sentence depicting the word, rather than just the word itself. The entire game is to be played in the target language. If a student speaks in English, he/she loses a turn.
This is another great vocabulary review game similar to Speed (see #1 at the top of this page), but with a twist. Students will be put in groups of three to four. Each group gets a bag with a deck of cards with pictures depicting the vocabulary words you would like to review inside. Mixed in with the deck of cards in the bag there will also be "GOLPE" or "ZUT!" cards. It is recommended that you put anywhere from three to six GOLPE/ZUT! cards in the bag.
*THIS IS A TIMED GAME.
The teacher will set a timer for the desired length of the game. Students take turns pulling cards out of the bag. Once a card is pulled the student must say the word represented on the card in the target language. If the student says the correct word, he/she gets to keep that card. If the student says the wrong word, he/she must put the card back in the bag. Students will continue to rotate in this fashion. If a student picks a GOLPE/ZUT! card, he she must put ALL of his/her cards back in the bag and start over. When the timer goes off, the student that has the most cards wins.
If you would like to make the game more challenging, students can say a sentence depicting the word, rather than just the word itself. The entire game is to be played in the target language. If a student speaks in English, he/she loses a turn.
14. SNAKE/LE SERPENT/LA CULEBRA
This game is used to review vocabulary. It is a timed game, played one on one. The goal is for the student to get farther along on his or her board, than his or her opponent in the time allotted.
You will need to create two different sets of snake game boards each double sided, with the pictures on one side and the vocabulary words on the other. Each set of students gets a set of boards. The students sit facing each other. One student looks at the board with the pictures and the other the board with the words. The student with the pictures needs to correctly identify the vocabulary words in the target language. When he or she gets one wrong, his or her opponent will make the correction by saying the correct word, but his or her turn is now over and they switch roles. They each flip their boards and start again. When the second student gets a word wrong, they each flip their boards and the first student goes again, starting from the beginning. This continues until the time allotted for the game is up. At the end of the game, the student that got farthest on his or her board is the winner.
To make the game more challenging, students can be required to say a sentence about the picture rather than just the word.
This game can also be used to review verb tenses. Instead of pictures, use subjects and infinitives and give the students the tense that you want them to practice.
This game is used to review vocabulary. It is a timed game, played one on one. The goal is for the student to get farther along on his or her board, than his or her opponent in the time allotted.
You will need to create two different sets of snake game boards each double sided, with the pictures on one side and the vocabulary words on the other. Each set of students gets a set of boards. The students sit facing each other. One student looks at the board with the pictures and the other the board with the words. The student with the pictures needs to correctly identify the vocabulary words in the target language. When he or she gets one wrong, his or her opponent will make the correction by saying the correct word, but his or her turn is now over and they switch roles. They each flip their boards and start again. When the second student gets a word wrong, they each flip their boards and the first student goes again, starting from the beginning. This continues until the time allotted for the game is up. At the end of the game, the student that got farthest on his or her board is the winner.
To make the game more challenging, students can be required to say a sentence about the picture rather than just the word.
This game can also be used to review verb tenses. Instead of pictures, use subjects and infinitives and give the students the tense that you want them to practice.
15. FOLLOW ME/ SUIVEZ-MOI/TENGO ¿TIENES?
This activity is primarily a listening activity that is done entirely in the target language. Students each get a card with a picture on it. Depending on the topic, students will ask each other questions to identify who has each picture.
For example, if you were teaching about clothing each student would have a card with an article of clothing. The entire class stands up. The first student (one of the cards will say start, so that student knows that he/she is first.) will start by saying: "I am wearing a skirt." Then he/she will ask the question that is written on the card. "Who is wearing pants?" That student then sits down. The student with the picture of pants will answer, "I am wearing pants." then he/she will ask the question on his/her card, "Who is wearing boots?" and the student with the picture of boots will answer. Once all of the students are seated, the activity is over.
This activity is good practice for question/answer techniques and forces students to pay attention and listen for his/her card. If students are not listening, it will be obvious, the activity won't work and the class will have to start over.
To make it easier, put the beginning of the sentence at the top of the card and the question at the bottom. For example the top of the card would say (in the target language) "I am wearing..." And the bottom would say "Who is wearing boots?" In this version of the game, the student is only responsible for identifying the correct word.
To make it more challenging, only have the picture and the question on the card. The student is then responsible for both identifying the correct vocabulary word and knowing how to properly form the answer in a complete sentence.
It is recommended that you make a set of at least 30 cards since class size changes from year to year. If you have more cards than students, just give a few students in the class two cards and those students will sit down only after they have completed both cards.
This activity is primarily a listening activity that is done entirely in the target language. Students each get a card with a picture on it. Depending on the topic, students will ask each other questions to identify who has each picture.
For example, if you were teaching about clothing each student would have a card with an article of clothing. The entire class stands up. The first student (one of the cards will say start, so that student knows that he/she is first.) will start by saying: "I am wearing a skirt." Then he/she will ask the question that is written on the card. "Who is wearing pants?" That student then sits down. The student with the picture of pants will answer, "I am wearing pants." then he/she will ask the question on his/her card, "Who is wearing boots?" and the student with the picture of boots will answer. Once all of the students are seated, the activity is over.
This activity is good practice for question/answer techniques and forces students to pay attention and listen for his/her card. If students are not listening, it will be obvious, the activity won't work and the class will have to start over.
To make it easier, put the beginning of the sentence at the top of the card and the question at the bottom. For example the top of the card would say (in the target language) "I am wearing..." And the bottom would say "Who is wearing boots?" In this version of the game, the student is only responsible for identifying the correct word.
To make it more challenging, only have the picture and the question on the card. The student is then responsible for both identifying the correct vocabulary word and knowing how to properly form the answer in a complete sentence.
It is recommended that you make a set of at least 30 cards since class size changes from year to year. If you have more cards than students, just give a few students in the class two cards and those students will sit down only after they have completed both cards.
16. TWINS
This is a speaking activity. Students will each get a slip with four to five pictures on it. Students must walk around the room and try to find the person with their match. Pictures don't necessarily need to be in the same order. This activity is conducted entirely in the target language. Students must ask and answer questions in order to find the person with all of the same pictures without speaking in English, or showing their pictures. This is a great way to practice question/answer and it's a good tool to use as a partnering activity. Another version of the twins activity would be to put about 7 items on a card with a question on it. For example: What do you wear on Mondays? I wear shorts. This version takes longer than the strip with the pictures. it's best if you make the first few the same on all cards so that students have to cycle through more vocabulary to find their twin.
This is a speaking activity. Students will each get a slip with four to five pictures on it. Students must walk around the room and try to find the person with their match. Pictures don't necessarily need to be in the same order. This activity is conducted entirely in the target language. Students must ask and answer questions in order to find the person with all of the same pictures without speaking in English, or showing their pictures. This is a great way to practice question/answer and it's a good tool to use as a partnering activity. Another version of the twins activity would be to put about 7 items on a card with a question on it. For example: What do you wear on Mondays? I wear shorts. This version takes longer than the strip with the pictures. it's best if you make the first few the same on all cards so that students have to cycle through more vocabulary to find their twin.
17. MIXER TIC-TAC-TOE
Mixer Tic-Tac-Toe is an interactive mixer activity that involves the entire class. It is a communicative activity where students move around the room searching for information at the same time. Mixer tic-tac-toe is based on questions selected by the students and personal answers learned in the mixer.
Preparation: Prepare a blank Tic-Tac-Toe grid and a list of 12-16 items which may be words, phrases, sentences, questions, or tasks. Examples include: items need for school, adjectives, leisure activities, foods, questions about likes and dislikes etc. Tasks for Mixer Tic-Tac-Toe should evoke a high frequency of yes answers. Each student will receive a grid with a list of questions or vocabulary pertaining to the topic. Students fill out the grid at random with nine of the items chosen from the list.
How to play: Students walk around the room asking questions in the target language trying to find another player that can answer "YES" to three questions in a row. Students may ask each other up to three questions in a row, but when an answer is "NO" they cannot ask that student any more questions and must find another student to ask questions to and start the process over. The student who answered NO may still ask questions of the first player. If a student answers "YES" to three questions in a row, that student's name is written in each of those three cells. Then those two separate and each tries to find another student who can answer three in a row, but a different three in a row sequence on the grid. There are eight possible three in a row combinations: three horizontal rows, three vertical rows and two diagonal rows. The teacher will determine the winner of the game based on the desired length. For example, for a short game the teacher may decide that the first person to get two tic-tac-toe rows wins, for a longer game, the first student who gets all eight wins.
This activity is played entirely in the target language. Students should not answer any questions asked in English.
Mixer Tic-Tac-Toe is an interactive mixer activity that involves the entire class. It is a communicative activity where students move around the room searching for information at the same time. Mixer tic-tac-toe is based on questions selected by the students and personal answers learned in the mixer.
Preparation: Prepare a blank Tic-Tac-Toe grid and a list of 12-16 items which may be words, phrases, sentences, questions, or tasks. Examples include: items need for school, adjectives, leisure activities, foods, questions about likes and dislikes etc. Tasks for Mixer Tic-Tac-Toe should evoke a high frequency of yes answers. Each student will receive a grid with a list of questions or vocabulary pertaining to the topic. Students fill out the grid at random with nine of the items chosen from the list.
How to play: Students walk around the room asking questions in the target language trying to find another player that can answer "YES" to three questions in a row. Students may ask each other up to three questions in a row, but when an answer is "NO" they cannot ask that student any more questions and must find another student to ask questions to and start the process over. The student who answered NO may still ask questions of the first player. If a student answers "YES" to three questions in a row, that student's name is written in each of those three cells. Then those two separate and each tries to find another student who can answer three in a row, but a different three in a row sequence on the grid. There are eight possible three in a row combinations: three horizontal rows, three vertical rows and two diagonal rows. The teacher will determine the winner of the game based on the desired length. For example, for a short game the teacher may decide that the first person to get two tic-tac-toe rows wins, for a longer game, the first student who gets all eight wins.
This activity is played entirely in the target language. Students should not answer any questions asked in English.
18. AROUND THE CLASSROOM This is an activity used to practice reading comprehension and circumlocution. There will be posters around the room. Students will be put in pairs or groups and assigned a starting poster. The group will go to that poster, lift up the flap and read the description below. For example: 1. You usually have this white drink with cereal. Students will look around the room for the poster that has a picture of milk on it and will write down "Milk" next to number one on their answer sheets. Be sure to hide the numbers under the flaps so that students can't see them. Students will continue to move around the classroom in small groups to read a definition or a description, look for the poster with the picture of the answer on it, record the answer and read the description of the next object. By doing it this way you can ensure that the students are going in a particular order and there won't be an abundance of students at one poster. This game can be as short or as long as you’d like, depending on how many posters you put up.
Preparation:
Create as many posters as you like. On the top of the poster there should be a picture. There should also be a description of an object with a flap over it so that students can only read it when they are physically at that poster. Be sure to number each description under the flap so that all students have the same answers in the same order on their answer sheets. Please note that the picture on top of the poster should NOT match the description on that poster. For example: You may have a picture of coffee on the poster, but the description underneath may say " 1. You usually have this white drink with cereal." The answer is Milk, students walk to the next poster that has a picture of milk on it, lift the flap and may read the following description: "2. This is a juice that comes from fruit that is very popular in Florida." They would then look for the next poster that has a picture of orange juice on it.
Preparation:
Create as many posters as you like. On the top of the poster there should be a picture. There should also be a description of an object with a flap over it so that students can only read it when they are physically at that poster. Be sure to number each description under the flap so that all students have the same answers in the same order on their answer sheets. Please note that the picture on top of the poster should NOT match the description on that poster. For example: You may have a picture of coffee on the poster, but the description underneath may say " 1. You usually have this white drink with cereal." The answer is Milk, students walk to the next poster that has a picture of milk on it, lift the flap and may read the following description: "2. This is a juice that comes from fruit that is very popular in Florida." They would then look for the next poster that has a picture of orange juice on it.
19. JEFE/PATRON This is a vocabulary review game. It can be played in groups of three or four, but three is preferable. You will make up ten game boards and ten answer sheets for a class of 30. One game board per three students. On the game board you will make 20 boxes and put a different picture in each box that represents the vocabulary you care covering. You will also make up ten answer sheets, one per group. The answer sheet will be identical to the game board, but in addition to the picture it will also have the word for that picture in the target language in the same box. You need to also provide your students with different colored game pieces. There should be two different colored game pieces per group. I simply bought soft foam board at my local craft store and cut little squares and put them in ziplock bags for my students. You can use bingo chips, cut up card stock, etc. Two students in the group will have game pieces and one will be the Jefe/Patron (the boss). The boss will call out words from the answer sheet in the target language. The other two will place their game pieces on the word. For example: If the boss calls out the word "eraser" (in the target language of course!) then the first of the other two players to put their game piece on that space gets to keep it there. Once all of the words have been called out, the person with the most game pieces on the board wins that round. Then they rotate and someone else is the boss for the next round while the other two play. The game ends when each student has had a chance to be the JEFE/PATRON. A big thank you goes out to Chelsey Zuber for giving us this idea!
20. THREE CARD FLYSWATTER This is a fun variation of flyswatter that is played in small groups rather than a whole class and teams. Each group gets a deck of cards with pictures for the vocabulary on each card. (If you have already played "SPEED" which is #1 on this page, you can just use a speed deck to play this game.) Each group will also get an answer key which should include the same pictures on the cards plus the word in the target language for that picture. You will put students in groups of three or four, but three is preferable. One student will be in charge and will hold the answer key and the deck of cards. That student should make sure that the other students don't see the answer key. The student in charge will lay three cards face up in front of the other two students and say the word in the target language for one of the cards. The first of the two students playing to touch the correct card with his or her flyswatter will get to take the card and put it in his/her pile. Then the student in charge will replace the missing card with a new card, leaving the other two cards in place. That student will say another word and the other two will race to hit the card first. When the cards run out, the student with the most cards wins that round and a new student takes charge. They keep rotating until each student has had a chance to call out the words in target language. Please note that there should only be three cards in play at any time. If you are unable to get a class set of flyswatters for your students to use, you can also buy a pack of colored popsicle sticks at your local craft store. I have my students use popsicle sticks and got my pack for under $2.
21. MANO NERVIOSA/LE NERVEUX This game is a take on the game "SlapJack". Students will put into groups of three or four. Each group gets a deck of cards with pictures on it. You should use vocabulary that is sequential, such as numbers, days of the week, months of the year etc. Make sure that there are multiple copies of each card within one deck. For example, if you are doing the numbers 1-10 you should have a good four to five sets of the numbers 1-10 in one deck which would make it a deck of 40 to 50 cards. Students deal the cards out as evenly as possible. Students will keep their decks face down on the desk. They will take turns going clockwise putting one card down and continuing the sequence in the target language. For example, if you are playing with the numbers 1-10, the first student will put a card down, face up and say the number ONE in the target language, even if the card he/she put down is not a picture of the number one. The next student will put down a card and say the number TWO in the target language, even if the card he/she put down is not a picture of the number two. This will continue until they get to TEN and then they go back to the number one. If a student says a number and the card he/she puts down happens to match the number he/she says, then the first person in the group to slap the pile gets to keep the whole pile of cards. At this point the student shuffles those cards and puts them on the bottom of his/her pile. The object of the game is to be the first student to get all of the cards, or the student with the most cards when the teacher stops the game.
22. BALLOON POP This team game is a good review of about anything you are doing in class; grammar, vocabulary, question/answer etc. The class can be divided into as many different as colors of balloons you have. The recommended amount is four to six teams. If you have your class divided into rows, each row can be a team. You will need to photocopy the sheet of balloons on different colored paper, or card stock. It is recommended to have 10-12 balloons per team. Each team will be assigned a different color balloon. Students on each team will answer questions and if the question is answered correctly, that team will get to either "pop" (take away, eliminate) a balloon from one of the opposing teams, or "re-inflate" one of their own balloons from the pile of popped balloons. The game continues until either all of the questions have been answered, or when the teacher chooses to end the game. At the end of the game, the team with the most balloons left wins.
23. THE MARKER GAME This is a listening activity. Students will play in teams of two. The only materials needed are one whiteboard and one marker for each group of two students. Students will draw a line down the middle of the whiteboard and each student will write his/her name on one side of the board. This is where students will keep score. The teacher will read sentences to the class. If the sentence is logical, then the first student in each group of two to pick up the marker will get a point. He/she will mark the point on the whiteboard. If the sentence is illogical students should NOT pick up the marker. If a student picks up the marker, or makes an attempt to do so, he/she loses a point and indicates this on the whiteboard. The student with the most points at the end of the game wins. This game is a great low-prep way to make listening activities more fun. The only work on the part of the teacher is to create a list of sentences. The teacher can make as few or as many sentences depending on how long he/she wants the game to last.
24. MAGICAL SIX As fun and as engaging we all want to make our classes, sometimes we all need to resort to having students do a worksheet, or work on a writing or grammar exercise in class. This game is way to add a little fun and competition to an otherwise boring activity. Arrange the class in groups of three to four students. Two is acceptable if you have no other choice, but it is more fun with more than two people. The only materials each student needs is the worksheet he/she is working on and one die for each group. Students will have their pens down. Each student will roll the die. When a student rolls a six, he/she may start working on the assignment as the other students in the group continue to roll. The next time a student rolls a six, that student may start working and the other student must stop and continue to roll. This keeps going until one student finishes the assignment. Once a student finishes, he/she must bring the paper to the teacher who will check the work. If there are any wrong answers, that student must go back and wait to roll a six to fix mistakes. The first student to complete the assignment in its entirety wins the game. You can keep having students play for second and third place as well. Students who do not finish the assignment in class, will then have to complete it for homework.
25. THE BOX GAME This is a Jeopardy style question and answer game with a twist. You will need 25 questions (you may create a few extra questions as a back up if you choose). You will need one game board (the file for the game board can be found in the downloads section at the bottom of this page). You have the option to project the game board, or if you don't have access to technology, you may make your own on poster board and laminate it. You will also need six different colored dry/wet erase markers (or you can use the different colored pens on your interactive white board if you are projecting it.) You will divide your class into six teams. Assign each team a different colored pen. That will in turn be the team color. You decide which team will go first. Have someone on that team give you a number from 1-25 (in the target language of course!). You will then read the question that corresponds to that number to the team. Read the question twice and do not repeat it after that under any circumstances. This encourages the other teams to listen when it is not their turn. The student will only be given a short amount of time to answer. Feel free to use a timer. If the team gets the question right, that box is filled in with that team's color. If that student gets the answer wrong, the next team has the option to answer that question, or a pick a different one. The object of the game is to be the team with the most points at the end.
Points are awarded in the following manner:
If a team has:
One box standing alone= 1 point
Two boxes touching each other= 3 points
Three boxes touching vertically, horizontally or diagonally= 5 points
Four boxes touching vertically, horizontally or diagonally= 10 points
Four boxes forming a perfect square= 10 points
Block opposing team from capturing a fourth square= 10 points
Points are awarded in the following manner:
If a team has:
One box standing alone= 1 point
Two boxes touching each other= 3 points
Three boxes touching vertically, horizontally or diagonally= 5 points
Four boxes touching vertically, horizontally or diagonally= 10 points
Four boxes forming a perfect square= 10 points
Block opposing team from capturing a fourth square= 10 points
26. Card Game
This is a fun game for students to get them speaking. It can be played at all levels. Students will need a game board and a deck of cards. This game can be played in groups of two or three. On the game board there will be pictures corresponding to the topic being reviewed for the value of each card in the deck. There will be a total of 52 pictures. Pictures may be repeated in the game board as many times as you like. Jokers will not be used. Aces are low and Kings are high. The cards will be dealt evenly to each student in the group. They will then count to three in the target language and each place one card face up on the desk. The student with the highest card, finds the picture that corresponds with that card and can say the word in the target language (Novice learners) or they may say one or multiple sentences for more advanced levels. If the student gets the answer correct, he/she gets to keep all of the cards that were placed down for that round. Students keep going until they run out of cards. The student with the most cards at the end wins. If two students put down the same card for the highest card (example: one student puts down a 10 of hearts and another a 10 of spades) the first one to find his/her picture and says the word/sentence correctly in the target language gets to take the cards. If the student with the highest card gets the wrong answer, play immediately passes to the person in the group with the next highest card. If a student fails to stay in the target language, he/she must give one of his/her cards to his/her opponent.
This is a fun game for students to get them speaking. It can be played at all levels. Students will need a game board and a deck of cards. This game can be played in groups of two or three. On the game board there will be pictures corresponding to the topic being reviewed for the value of each card in the deck. There will be a total of 52 pictures. Pictures may be repeated in the game board as many times as you like. Jokers will not be used. Aces are low and Kings are high. The cards will be dealt evenly to each student in the group. They will then count to three in the target language and each place one card face up on the desk. The student with the highest card, finds the picture that corresponds with that card and can say the word in the target language (Novice learners) or they may say one or multiple sentences for more advanced levels. If the student gets the answer correct, he/she gets to keep all of the cards that were placed down for that round. Students keep going until they run out of cards. The student with the most cards at the end wins. If two students put down the same card for the highest card (example: one student puts down a 10 of hearts and another a 10 of spades) the first one to find his/her picture and says the word/sentence correctly in the target language gets to take the cards. If the student with the highest card gets the wrong answer, play immediately passes to the person in the group with the next highest card. If a student fails to stay in the target language, he/she must give one of his/her cards to his/her opponent.
27. Tarsia
Tarsia is a free software that you can use to make jigsaw puzzles, dominoes and matching rectangular cards. To get the Tarsia software on your computer Google search "Tarsia software download" and follow the links. Once you download the software to your computer, you can easily make puzzles for your class. Some ideas of how you can use Tarsia in your classes, are match the English word to the word in the target language, match a question to an answer in the target language, verb tenses etc. Print enough copies of your puzzle to put your students in groups of two or three.
Tarsia is a free software that you can use to make jigsaw puzzles, dominoes and matching rectangular cards. To get the Tarsia software on your computer Google search "Tarsia software download" and follow the links. Once you download the software to your computer, you can easily make puzzles for your class. Some ideas of how you can use Tarsia in your classes, are match the English word to the word in the target language, match a question to an answer in the target language, verb tenses etc. Print enough copies of your puzzle to put your students in groups of two or three.
28. Running Dictation
Get your classes moving, thinking and having fun, by doing a running dictation activity. All you need for this activity are ten sentences in the target language. You can make five questions with five matching answers, or you can make ten sentences that follow a sequence. Hang the sentences (out of order), either around the classroom, or on the wall outside in the hallway. Putting the sentences in the hallway is much more fun for the students, but only you know if your class can handle this. Put the students in groups of three or four students. Each student will be assigned numbers from 1-10. Each student will be assigned more than one number. The numbers they are assigned represents in which order they will leave the room to find the sentences. The student assigned the number one will go out first, find a sentence and memorize it. Please note, students MAY NOT bring pens, pencils or paper with them. The student comes back and dictates that sentence to the group as they write their answers on their answer sheets. Once the first sentence is complete, the student assigned number two will then go out and in the hall and find another sentence to bring back to the group. If students forget the sentence, they are permitted to keep returning to the hallway to check again before bringing it to the group. Once the group has all of the sentences, they must either match the questions to the answers, or put the sentences in the logical sequence.
Get your classes moving, thinking and having fun, by doing a running dictation activity. All you need for this activity are ten sentences in the target language. You can make five questions with five matching answers, or you can make ten sentences that follow a sequence. Hang the sentences (out of order), either around the classroom, or on the wall outside in the hallway. Putting the sentences in the hallway is much more fun for the students, but only you know if your class can handle this. Put the students in groups of three or four students. Each student will be assigned numbers from 1-10. Each student will be assigned more than one number. The numbers they are assigned represents in which order they will leave the room to find the sentences. The student assigned the number one will go out first, find a sentence and memorize it. Please note, students MAY NOT bring pens, pencils or paper with them. The student comes back and dictates that sentence to the group as they write their answers on their answer sheets. Once the first sentence is complete, the student assigned number two will then go out and in the hall and find another sentence to bring back to the group. If students forget the sentence, they are permitted to keep returning to the hallway to check again before bringing it to the group. Once the group has all of the sentences, they must either match the questions to the answers, or put the sentences in the logical sequence.
29. Partner Bingo
Partner bingo can be used for vocabulary or grammar review. For this game, instead of the teacher calling out the words, the students will call out the words to each other. You will create a bingo board with 9 boxes (you have the option of making larger boards depending on how long you would like to play).
Vocabulary:
This is an A/B activity.
Create the list of words that you would like to use. Divide that list in two. Half of the words should be at the top of the page above the bingo board and the other half below the board. The order of words will be reversed for the A and B papers. For example, if you do number bingo, you can put odd numbers at the top of the A page and even numbers at the bottom. For the B page you would put even numbers at the top and odd numbers at the bottom. Students will use the words at the top of their page to fill out their boards and they will call out the words at the bottom to their partner in the target language. When student A calls out a word to student B and he/she has that word in a box, it should be marked with an X. The first person to get bingo wins.
Grammar:
For grammar you can put two 9 box boards on the page so students have the chance to play two games. You will give them a list of verbs in the infinitive. For the first game they should conjugate all verbs in the nous/nosotros form and for the second game they should conjugate verbs in the ils/ellos form. Students will randomly call out the verbs in the proper form to their partner. If he/she has the word they will mark it with an X. The first person to get bingo wins. There are many variations to this game. You can use different tenses and different forms of the verb.
Partner bingo can be used for vocabulary or grammar review. For this game, instead of the teacher calling out the words, the students will call out the words to each other. You will create a bingo board with 9 boxes (you have the option of making larger boards depending on how long you would like to play).
Vocabulary:
This is an A/B activity.
Create the list of words that you would like to use. Divide that list in two. Half of the words should be at the top of the page above the bingo board and the other half below the board. The order of words will be reversed for the A and B papers. For example, if you do number bingo, you can put odd numbers at the top of the A page and even numbers at the bottom. For the B page you would put even numbers at the top and odd numbers at the bottom. Students will use the words at the top of their page to fill out their boards and they will call out the words at the bottom to their partner in the target language. When student A calls out a word to student B and he/she has that word in a box, it should be marked with an X. The first person to get bingo wins.
Grammar:
For grammar you can put two 9 box boards on the page so students have the chance to play two games. You will give them a list of verbs in the infinitive. For the first game they should conjugate all verbs in the nous/nosotros form and for the second game they should conjugate verbs in the ils/ellos form. Students will randomly call out the verbs in the proper form to their partner. If he/she has the word they will mark it with an X. The first person to get bingo wins. There are many variations to this game. You can use different tenses and different forms of the verb.
30. Photo Bingo
This is a quick low prep bingo game to practice vocabulary. You will create a slide with the vocabulary words written in the target language. Be sure to pick words that are easy to draw, such as foods, body parts, animals etc. You should project about 20-30 words. Students will each get a bingo strip with eight blank boxes. You can find a template of the bingo strip on the downloads page. Give the students a few minutes to draw a picture representing the words they chose in each box of the bingo strip. There should be one picture represented per box. Students will pick a total of eight words. Since drawing pictures can be potentially time consuming, it may be a good idea to have students draw the pictures as a "Do Now" assignment. Once students have finished drawing pictures, they must put all writing implements away. The teacher will call out a word from the slide in the target language and if the student has that word pictured on either end of his/her paper, he/she may rip that picture off. Students are only permitted to rip a picture off of either END of the paper.
This is a quick low prep bingo game to practice vocabulary. You will create a slide with the vocabulary words written in the target language. Be sure to pick words that are easy to draw, such as foods, body parts, animals etc. You should project about 20-30 words. Students will each get a bingo strip with eight blank boxes. You can find a template of the bingo strip on the downloads page. Give the students a few minutes to draw a picture representing the words they chose in each box of the bingo strip. There should be one picture represented per box. Students will pick a total of eight words. Since drawing pictures can be potentially time consuming, it may be a good idea to have students draw the pictures as a "Do Now" assignment. Once students have finished drawing pictures, they must put all writing implements away. The teacher will call out a word from the slide in the target language and if the student has that word pictured on either end of his/her paper, he/she may rip that picture off. Students are only permitted to rip a picture off of either END of the paper.
31. Quiz Quiz Trade
This is a great way to get your students speaking in the Target Language. Each student will be given a card with a question or picture and an answer on the back. For example, you may put the question "Where are you going?" on the front of the card and a picture of a place on the front. Students will walk around and show each other the front of their cards. They will ask each other the question, the student being shown the card must answer the question. The student holding the card will have the answer on the back and will be able to assess his/her partner to ensure that he/she gave the correct answer. Once each student has spoken, they will trade cards and go find another partner. This activity is done entirely in the target language and can be as long or as short as the teacher desires. This activity is guaranteed to get your excited about speaking!
This is a great way to get your students speaking in the Target Language. Each student will be given a card with a question or picture and an answer on the back. For example, you may put the question "Where are you going?" on the front of the card and a picture of a place on the front. Students will walk around and show each other the front of their cards. They will ask each other the question, the student being shown the card must answer the question. The student holding the card will have the answer on the back and will be able to assess his/her partner to ensure that he/she gave the correct answer. Once each student has spoken, they will trade cards and go find another partner. This activity is done entirely in the target language and can be as long or as short as the teacher desires. This activity is guaranteed to get your excited about speaking!
32. Liar Game
This is a great low prep, zero tech game. It's great to play if you have extra time at the end of class, or you can make it a longer game. This game can be tailored to your needs. The only thing you need to create are the questions for your students.
How to play:
Divide the class into two teams. The teacher will ask one team a question. Everyone who thinks they know the answer stands up. The teacher then randomly calls on one of the students standing up to answer the question. If that student gets the question right, then that team gets the amount of points of people standing up. For example, if five students stood up, then that team would get five points. However, if the student gets the question wrong, then the OTHER team gets those points.
This is a game of risk for the students. Will they "LIE" and stand up even if they don't know the answer so that they can get more points?
The winning team is the team with the most points at the end of the game.
33. Vindictive- GAME
This is another great, low prep, zero tech game. The only prep for the teacher, is coming up with the questions. This is an individual game, NOT a team game.
How to play:
The entire class stands up. The teacher asks a question. Students raise their hand to volunteer to answer. The teacher chooses a student to answer the question. If the student gets the question right, they get to pick three people to get "OUT". Those three people will sit down. If the student gets the question wrong, they sit down. Students who are sitting are able to get back in the game. If they volunteer and get a question right, then they stand up and pick two people to sit down instead of three. The winner is the last person standing.
Students love this game and even those who are out still participate in the fun.
This is another great, low prep, zero tech game. The only prep for the teacher, is coming up with the questions. This is an individual game, NOT a team game.
How to play:
The entire class stands up. The teacher asks a question. Students raise their hand to volunteer to answer. The teacher chooses a student to answer the question. If the student gets the question right, they get to pick three people to get "OUT". Those three people will sit down. If the student gets the question wrong, they sit down. Students who are sitting are able to get back in the game. If they volunteer and get a question right, then they stand up and pick two people to sit down instead of three. The winner is the last person standing.
Students love this game and even those who are out still participate in the fun.