Fun & Games for English Teachers
Teacher Training Workshop Series
April 7, 2021 - June 23, 2021
With English Language Specialist
Christine Esche
christine.esche@gmail.com
Table of Contents
Technology Tool Practice Games
● Name Race……………………………………………………..……………………………………..…....…………...page 3
● Lights, Camera, Action!……………………………………………………….……………...……….…...page 4
● Stamp It……………………………………………………………………….…………………….…………...…..…...page 5
Icebreakers
● Scavenger Hunt……………………………………………………….…………………….…………...…..…...page 6
● We’ve Got a Lot in Common……………………………………………………………...……..…….page 7
● Classmate Crossword…………………………………………………………………………...……….….page 8
Vocabulary
● Roll the Die………………………………………………………………………………………………..……….….page 9
● Odd One Out………………………………………………………………………………..……………..….….page 10
● Alphabet Race…………………………………………………………………………….…..……..……….….page 11
● Circumlocution………………………………………………………………………...……………………..….page 12
Grammar
● Two Truths and a Lie……………………………………………………………………………..….……….page 13
● MadLibs………………………………………………………………………………………………………..….……..page 14
● Connect 4…………………………………………………………………………………………………..….……….page 15
● Tic Tac Toe………………………………………………………………………..……………………..….………….page
16
● Group Grammar…………………………………………………………..………….…………..….………….page 17
● Who am I?…………………………………………………………..…………..…………..…….……………….....page 18
Pronunciation
● Minimal Pair Pyramids…………………………..….……...………….…………….……….…….…....page 19
● Pronunciation Bingo……….…………………….…..………..….…………….………………….….….page 20
● Tongue Twisters………………………….…………………….………………………..….……..…….…....page 21
Speaking
● Hot Potato…………………….…………………….………………………...…………….…….…......….……..page 22
● Drawing Dictation…….…………………….……………….…...…………...………………..…..…..…..page 23
● Don’t Finish Last!….…………………….………………………...………………..….……….……….......page 24
● Alibi……………….…………………….………………………...…………….…….…..........................…..……..page 25
● Interruptions………………….………………………...…………….…….…............................…..……..page 26
Writing
● Word Bricks.…………………….………………………...…………….…….…..........................…..……..page 27
● Story Chain.…………………….………………………...…………….…….…...........................…..……..page 28
1
Digital Tools Used in Workshops…………………………….……………....………………..…..…...page 29
NOTES
● As the product of an English Language Programs Specialist
project, this resource is free to distribute, print, copy, and modify.
● At the end of each activity, there is a section called “Teacher
notes.” Here you are encouraged to write down your ideas,
reflections, and experiences using this activity.
● The following abbreviations are used:
○ Students = Ss
○ Student = S
○ Teacher = T
2
NAME RACE
This simple, high-energy game can help Ss learn each other’s names while
also practicing turning microphones on and off in online meeting software.
Preparation
● Have a stopwatch or clock with second hand ready
○ There are many free online stopwatches (e.g.
https://online-stopwatch.org/)
○ You can use a handheld stopwatch
● Have a list of all students in attendance ready
● Instruct Ss to be in Gallery View so they can see everyone.
Procedure
● Display list of all Ss in attendance.
○ Ask Ss if the name listed accurately represents how they want to
be called. If a S has a different name preference (e.g. a nickname),
change it on the list.
● Explain to Ss that they will each say their name in the list order as
quickly as possible. They will repeat this several times as they try to beat
their time record.
● Everyone mutes microphones.
● Say “Ready, set, go!” and start the timer.
● Ss unmute when it’s their turn and say their name.
● Show Ss their time.
● Let Ss try again to break their time record.
Variations
● FOR A CHALLENGE: Ss memorize the name before theirs and Ss
complete the name race without a list to view.
● FOR IN-PERSON CLASSROOM: Ss stand up or jump when it is their turn
to say their name.
When to
use it
Level
Skills
Exercised
Materials
Prep time
Activity
time
First few
days of class
Any
Teamwork
Stopwatch or
clock with
second hand
a few
minutes
5-10 minutes
Turn-taking
Listening
List of Ss’ names
3
Teacher notes:
LIGHTS, CAMERA, ACTION!
This simple icebreaker can help Ss learn about each other while also
practicing turning cameras on and off in online meeting software. It can
easily be paired with grammar practice.
Preparation
● Instruct Ss to be in Gallery View so they can see everyone.
Procedure
1) Explain to Ss that they will listen to some statements and turn their
cameras on if it is true for them.
2) Everyone begins with cameras off.
3) Provide some statements to start. A grammar target may be used here,
such as simple present tense.
○ e.g. “Lights, Camera, Action for everyone who loves pizza.”
○ e.g. “Lights, Camera, Action for everyone who knows how to salsa
dance.”
○ e.g. “Lights, Camera, Action for everyone who has a pet.”
4) T or other Ss may engage with follow-up questions if desired
5) Encourage Ss to lead the activity and provide statements.
Variations
● FOR A CHALLENGE: Ss work together to create prompts that will make
the most (or least) people turn on their cameras.
● FOR IN-PERSON CLASSROOM: Ss stand up when a statement is true for
them, or students need to get up and find a new chair if the statement
is true for them (one chair per round could be removed to make it
competitive!)
When to
use it
Level
Skills
Exercised
Materials
Prep time
Activity
time
First few
days of class
Any
Listening
none
none
5-10 minutes
Grammar
review
Speaking
Grammar
Vocabulary
Teacher notes:
4
Stamp It
This simple icebreaker helps Ss practice annotation in their online meeting
software. It can easily be paired with vocabulary practice.
Preparation
● Have a high quality image ready to share
Procedure
● Share an image that can lead to Ss sharing about themselves
○ e.g. a map, a collection of snack foods, colors, hobbies
● Begin by sharing something about yourself. Here are some examples:
Level
Picture shared
Example Speaking Prompt
Beginner
A collection of colors
“My favorite color is green.”
Intermediate
A collection of hobbies
“One hobby I enjoy is sewing.”
Advanced
A world map
“The place I want to visit is in Europe.
It’s famous for croissants, cathedrals,
and a big tower. I’ll bring my beret!”
● Ss listen and use the annotate tool to stamp what you're talking about.
● Provide a sentence frame for students to use.
○ e.g. “My favorite color is ______.”
● Ss take turns sharing. Everyone listens and uses the annotate tool to
stamp what the speaker is talking about.
● Clear the annotations and invite another S to share.
Variations
● FOR A CHALLENGE: Ss give hints instead of saying the word directly (e.g.
Instead of saying “One hobby I enjoy is sewing,” say “To do my favorite
hobby, I need a needle and thread.”
● FOR IN-PERSON CLASSROOM: Draw images on the board and have 2 Ss
race to circle the correct item on the board
When to use it
Level
Skills
Exercised
Materials
Prep
time
Activity
time
First few days of
class
Any
Listening
Image to
share
a few
minutes
5-10
minutes
Vocabulary review
Speaking
Vocabulary
5
Teacher notes:
Scavenger Hunt
This simple game gets everyone moving, and it can easily be paired with
vocabulary practice. Ss get to share about things from their homes with
classmates. Make it a timed competition to increase the energy!
Preparation
● Have a list of items for Ss to find in their homes
Procedure
● Share an list of items Ss need to find with their team
○ e.g. a hat, a shoe, a sock...
○ e.g. something old, something tasty, something ugly...
● Ss work together to try to find everything on the list
● The first group to finish informs the teacher and proves they found all
the items
● T invites Ss to talk about a few of the items they’ve collected
Variations
● FOR A CHALLENGE: Provide Ss with some vocabulary you haven’t
taught yet, so they need to use dictionaries or translators to figure out
what they need to find.
○ e.g. Find something translucent.
●
FOR IN-PERSON CLASSROOM: Ss can move around the classroom or
school taking pictures of the items in the list, then return to their seats
when finished. Or, Ss can write the name of the item down:
The clock
○ e.g. Find something in this room that tells time
When to use it
Level
Skills
Exercised
Materials
Prep
time
Activity
time
When Ss need
energy
Any
Reading
Vocabulary
Speaking
Teamwork
List of items
a few
minutes
10-15
minutes
Vocabulary review
As an icebreaker
Teacher notes:
6
We’ve Got a Lot in Common
This fun and simple icebreaker can help Ss learn that they have a lot in
common with their classmates. Give a time limit to make it competitive!
Preparation
● None
Procedure
● Tell Ss they will work with a partner to list as many commonalities as
possible.
● Set a time limit (e.g. 4 minutes).
● Set any rules you want
○ e.g. No physical traits. (“We both have long hair.”)
○ e.g. Nothing that is true for all humans. (“We both breathe air.”)
● Model the activity with one of your more advanced Ss. For example:
○ Teacher: “Juan, I have a brother. How about you?”
○ Juan: “Me too!”
○ Teacher: “Excellent. Let’s write that down: ‘We both have a
brother.’ What else?”
○ Juan: “I have a dog. How about you?”
○ Teacher: “I don’t have a dog. But I like animals. How about you?”
○ Juan: “Me too.”
○ Teacher: [Adds “We both like animals”]. But I don’t like spiders.”
○ Juan: “Me neither.”
○ Teacher: [Adds “We both dislike spiders” to list]
● Assign pairs and set the timer. The pair with the most commonalities
written correctly in their list wins!
Variations
● FOR TARGETED GRAMMAR: Ss can use a certain grammar point (e.g.
present tense “be” verb, or present perfect)
When to use it
Level
Skills Exercised
Materials
Prep
time
Activity
time
Grammar
practice
high-beg
to
advanced
Grammar
Speaking
Listening
Writing
Teamwork
something
to write on
none
10-15
minutes
As an
icebreaker
7
Teacher notes:
Classmate Crossword
This icebreaker helps Ss learn about each other while practicing listening,
speaking, reading, and writing.
Preparation
● Ask Ss to submit a few fun facts about themselves before class (e.g. “My
favorite food is hotdogs. I have 4 sisters. My dog’s name is Sam.”)
● Create a crossword puzzle with the information you collected. Include
one clue about yourself also. I suggest using Crosswordlabs.com
because it is free, easy to use, and can be played online or printed.
Procedure
● Give Ss the crossword puzzle link.
● Explain that they will ask each other questions to find out the answers to
the clues.
● Share your screen and model how to play by starting with the clue
about yourself. Invite Ss to ask you a question so they can figure out the
answer. Model filling the answer in.
● Direct Ss to find the clue about themselves and write in the answer.
● Now Ss have 2 clues completed. It is possible they may be able to guess
some other answers because now the letters are getting filled in.
● Allow Ss to mingle in breakout rooms and ask each other questions to
complete the crossword puzzle. You may rotate Ss around several
breakout rooms if necessary.
Variations
● FOR A CHALLENGE: Make it competitive. The first S to finish wins!
● FOR IN-PERSON CLASSROOM: Print the crossword puzzle and let Ss
move around the classroom.
When to use it
Level
Skills Exercised
Materials
Prep
time
Activity
time
As an
icebreaker
high-beg
to
advanced
Speaking
Listening
Writing
Crossword
puzzle
15-30
min
15-30
minutes
Teacher notes:
8
Roll the Die
This vocabulary review game can help everyone deepen their knowledge of
each word.
Preparation
● Prepare a list of vocabulary words to review
● Decide the tasks for each side of the die
● Provide a die (or alternative) to each group
Procedure
● Provide the list of vocabulary to review
● Show the tasks to complete for each # on die.
○ Here is an example lower-level task list:
1 ) Pronounce the word 5 times
2) Give the part of speech
3) Give a translation
4) Give a related word or synonym
5) Draw the word
6) Spell the word
○ Here is an example higher-level task list:
1) Give a definition
2) Use the word in a sentence
3) Ask a question using the word
4) Explain when you’d use the word
5) Tell a short story/joke with word
6) Act out the word
●
●
●
●
Ss go into small groups
S1 chooses word for partner and rolls die
S2 completes task
Ss switch roles
Variations
●
FOR A CHALLENGE: Lets Ss come up with tasks (e.g. “Roll 3 and act out the
word”.)
When to use
it
Level
Skills Exercised
Materials
Prep time
Activity
time
Vocabulary
review
high-beg to
advanced
Speaking
Vocabulary
Dice (or
alternative)
a few
minutes
15-30
minutes
Teacher notes:
9
Odd One Out
This vocabulary review game helps Ss think critically about vocabulary while
also engaging in conversation.
Preparation
● Prepare various small groups of vocabulary words (3-5 words per group)
Procedure
● Ss go into small groups
● Give a time limit
● Ss discuss which word in each group is different from the others and
prepare an explanation. Various answers are possible!
○ e.g. “Banana, lemon, grape” - Some possible answers are:
■ Grape is different because it’s not yellow
■ Grape is different because we don’t peel it before eating
■ Lemon is different because the others come in bunches
■ Banana is different because when we eat the others we have
to spit out seeds
● The team with the most correct explanations wins.
Variations
● FOR A CHALLENGE: Teams that give the same explanations don’t get a
point. This encourages more unique and creative answers.
● FOR A CHALLENGE: Teams can write more than one explanation per
group to get more points.
When to use
it
Level
Vocabulary
review
high-beg to
advanced
For a warm up
Skills Exercised
Materials
Speaking
Something
to write on
Vocabulary
Writing
Teamwork
Critical thinking
Prep time
Activity
time
a few
minutes
15-30
minutes
Teacher notes:
10
Alphabet Race
This vocabulary review game inspires quick thinking and teamwork.
Preparation
● None
Procedure
● Ss go into small groups
● Each team writes letters A-Z on a piece of paper or digital document
● Set a time limit
● Provide a category (e.g. “animals,” “clothes,” “occupations,” “countries,”
“personality traits,” “hobbies,” “things in a hospital”)
● Ss work together to write words that begin with each letter of the
alphabet
○ Example for category: animals
A - Ape
B - Baboon
C - Cockroach
D - Dingo
[etc]
● The team with the most correct words wins.
Variations
● FOR A CHALLENGE: Teams that give the same words don’t get a point.
This encourages more unique and creative answers.
When to use
it
Level
Skills Exercised
Materials
Prep time
Activity
time
Vocabulary
review
beg to
advanced
Speaking
Vocabulary
Writing
Teamwork
Something
to write on
none
10-20
minutes
For a warm up
Teacher notes:
11
Circumlocution
In Latin, “circum” means “around” and “locutio” means “speech.” So,
“circumlocution” means “roundabout speech”, or the use of many words to
express an idea. This ability is particularly useful for when you can’t
remember a word and need to describe it to continue your conversation!
Preparation
● Create a list of word description strategies (see pg. 2 of this article for a
ready-made list)
● Make a list of at least 30 target vocabulary items that can be described
by using the strategies and sentence starters
○ For online class: You may put the words in an online document.
○ For in-person class: You may make stacks of vocabulary cards.
Procedure (See detailed instructions for this game in this article)
● Perform a role play with Ss to introduce the circumlocution description
strategies and demonstrate their function in successful communication
○ You may pretend to forget a word, then describe it to encourage Ss
to guess it so that the conversation can continue
■ e.g. “Yesterday I went to...to...what’s the word? It’s a place
people go to when they’re sick.” “A hospital?” “That’s almost
right, but it’s smaller.” “A clinic?” “Yes, that’s it!”
● Explain that Ss will need to guess their partner’s exact target word.
When they make a guess that is similar, but not exact, Ss should use
phrases like, “Close,” “Almost,” or “That’s almost right, but...”.
● Form groups of 4-6 Ss
○ Online: send list of words to each S
○ In person: give stack of vocabulary words to each group
● Ss take turns circumlocuting their target word, and the first teammate
to guess it exactly “wins” the word.
● The Ss with the most words correctly guessed wins!
When to use it
Level
Skills Exercised
Materials
Prep
time
Activity
time
Vocabulary
review
high-beg
to
advanced
Vocabulary
Speaking
Listening
Lists or
flashcards
of vocab
10
mins
about 30
minutes
Teacher notes:
12
2 Truths and a Lie
This grammar game helps Ss learn about each other while practicing listening
and speaking. Different grammar points can be targeted.
Preparation
● None
Procedure
● Model the activity by telling the class 3 “facts” about yourself, but only 2
are true. 1 is false.
○ If desired, use a target verb tense, such as present perfect. E.g., “I’ve
seen a tornado. I’ve been to Paris. I’ve had a pet snake.”
● Set a certain number of investigative questions the class can ask you to
try to figure out which is false. Encourage thoughtful and tricky
questions that might expose the truth:
○ e.g. What neighborhood in Paris did you stay in? What species of
snake was it?
● Ss vote on which they think is the “lie,” then you reveal the truth!
● Give Ss a few minutes to write down their 3 statements. Help Ss think of
ideas if they are stuck.
● Put Ss into small groups of 2-4. Those asking the investigative questions
work together to think of the best questions.
● To conclude, ask Ss to share something they learned about a classmate.
Variations
● FOR CULTURAL SENSITIVITY: If telling “lies” in class is inappropriate, you
can call the game something different, such as: “Two facts and one trick”
or “True and False”
When to use
it
Level
Grammar
practice
high-beg
to
advanced
As an
icebreaker
Skills Exercised Materials Prep time
Activity
time
Grammar
Speaking
Listening
Teamwork
Critical thinking
10-15
minutes
none
none
Teacher notes:
13
MadLibs
This classic children’s game practices parts of speech and results in silly
laughs!
Preparation
● Find a text and remove some words/phrases OR create your own text
with some words/phrases missing
● Make a list of the parts of speech (e.g. “singular noun,” “gerund verb,”
“adjective”) of the removed words/phrases
● You can create this manually or use Flippity.net’s webtool for online play
Procedure
● Model the activity by completing a MadLib together as a class.
○ Begin by only getting suggestions for the missing words. Do not
show the story!
■ e.g. Plural noun > _______ Past tense verb > _______
○ After getting all the words needed, add them to the story and read
it to the class. Enjoy the laughter at the ridiculousness of it!
● Put Ss into small groups of 2-5. They work together on a new MadLib.
● Ask Ss to share their MadLib with the class, and have the class vote on
the funniest version.
Variations
● FOR A CHALLENGE: Encourage Ss to find or create their OWN text with
some words missing and the parts of speech of the missing words. Then,
they give it to another group to complete.
● FOR PREP-FREE: There are websites with pre-made MadLibs. Here is an
example.
When to use it
Level
Skills
Exercised
Materials
Prep
time
Activity
time
Grammar
practice
high-beg
to
advanced
Grammar
Reading
List of words needed
15-30
min
15-30
min
To play with a
text Ss have
already worked
with
Text with missing
words
[virtual alternative:
Flippity]
Teacher notes:
14
Connect Four
In this verb tense review game that also targets subject-verb agreement, Ss
compete to get 4 in a row in a grid.
Preparation
● Create a 4x4 grid
● Over the top write verb
tenses to review
● On the left side, write
different subjects
(example)
Procedure
● Break Ss into pairs or small teams. One side is “X” and the other is “O”.
● Each group copies or receives a copy of the grid.
● Ss try to get 4 of their symbols (“X” or “O”) in a row by taking turns, using
verbs correctly in sentences with the corresponding subjects.
○ Ss should try to block their opponent from getting 4 in a row!
○ If there is disagreement, the teacher can confirm if a sentence is
correct or not.
Variations
● FOR MORE STUDENT INVOLVEMENT: Ss can help create the chart with
verbs from class vocabulary and suggest interesting subjects.
● FOR A CHALLENGE: Choose different verb tenses like “past perfect” or
“infinitive”
● FOR LOWER LEVELS: Just use 1 verb or 1 tense
When to
use it
Level
Skills
Exercised
Materials
Prep
time
Activity
time
Grammar
review
high-beg to
highintermediate
Grammar
Speaking
Board, paper,
pencils (or printed
copies of grid)
0-5
min
15-30
min
Teacher notes:
15
Tic Tac Toe
This game reviews various forms of a verb while enjoying some competition!
Preparation
● Create a 3x3 grid
● Over the top write one base verb and one tense
○ e.g. “Verb: GO Tense: PRESENT CONTINUOUS”
● In the 9 squares, write different subjects
○ e.g. “I, you, he, my friends, everyone, the teachers”
(example)
Procedure
● Break Ss into pairs or small teams. One side is “X” and the other is “O”.
● Each group copies or receives a copy of the grid.
● Ss try to get 3 of their symbols (“X” or “O”) in a row by taking turns, using
verbs correctly in sentences with the corresponding subjects.
○ Ss should try to block their opponent from getting 3 in a row!
○ If there is disagreement, the teacher can confirm if a sentence is
correct or not.
Variations
● FOR MORE STUDENT INVOLVEMENT: Ss can help create the chart with
verbs from class vocabulary and suggest interesting subjects.
● FOR A CHALLENGE: Have Ss playing on 2 or more grids at a time!
When to
use it
Level
Skills
Exercised
Materials
Prep
time
Activity
time
Grammar
review
high-beg to
highintermediate
Grammar
Speaking
Board, paper,
pencils (or printed
copies of grid)
0-5
min
15-30
min
Teacher notes:
16
Group Grammar
Are your Ss tired of and uninspired by filling in grammar sentences about
“Bob and “Jane”? Make grammar relevant again in this competitive review
game, in which Ss write about their own lives while learning about each other.
Preparation
● None
Procedure (click HERE for more detailed instructions)
● Provide an open question targeting a grammar point. For example:
○
○
○
○
Simple Past: What did you do over the weekend?
Present Tense: What do you do every day?
Present Perfect: What have you done so far this week?
Present Perfect Progresive: What have you been doing lately?
● Ss independently write as many answers as they can in a few minutes.
● Ss go into small groups and choose a writer to create a “master list” of all
sentences. There are 2 rules:
1) Do not repeat any verb.
2) Everyone’s name must appear an equal number of times.
● Give groups a time limit between 5-10 minutes.
● Ss work together to compile as many correctly written sentences as
possible while following the 2 rules.
○ Encourage Ss to think of synonyms so that they don’t repeat verbs.
○ Teammates should encourage and help those with fewer
sentences to think of more answers.
● The team with the most correct sentences (while following the 2 rules)
wins!
When to
use it
Level
Skills
Exercised
Materials
Prep
time
Activity
time
Grammar
review
high-beg to
advanced
Grammar
Writing
Paper + pencil
or
Shared online docs
none
15-30
min
Teacher notes:
17
Who am I?
This guessing game let’s Ss talk about people or things that interest them
while practicing simple present, simple past, present perfect, or passive!
Preparation
● Have an example ready to share with the class before Ss go into groups
Procedure
● Tell Ss to think of a very famous person. Make sure the person fits the
grammar target:
■
■
■
■
Present tense: someone alive
Present perfect: someone alive
Past tense: someone dead
Passive: alive or dead
● Ss prepare a few clues (3-5) in the target grammar for their person
○ T should share an example to model the activity first
○ T should make sure Ss have picked a sufficiently famous person
and written accurate clues.
● Ss get into small groups
● Group members try to guess the famous person (“Are you [name]?). If
they need more information, they need to ask questions in the target
grammar.
Variations
● FOR A CHALLENGE: Ss do not prepare any clues, and teammates can
ask up to 20 questions to figure out who the famous person is.
● FOR AN IN-PERSON ALTERNATIVE: Tape a famous person’s name on
each S’s back (so they can’t see it). Ss need to move around the
classroom asking questions to try to figure out who they are.
○ e.g. “Am I Mexican?” “Was I in politics?” “Have I written a book?”
When to
use it
Level
Skills
Exercised
Materials
Prep
time
Activity
time
Grammar
review
high-beg to
advanced
Grammar
Speaking
Writing
Paper + pencil
(Tape: for in person
alternative)
none
10-20
min
Teacher notes:
18
Minimal Pair Pyramids
These are a fun way to distinguish between similar-sounding words. Use this
game to practice vowels, consonants, or stress.
Preparation
● Have at least 4 minimal pairs (words that only have 1 different sound)
that target the pronunciation you want Ss to practice.
○ e.g. For /b/ and /v/: vote/boat, very/berry, lobes/loaves, bet/vet
○ e.g. For /æ/ and /e/: bad/bed, man/men, ax/ex, cattle/kettle
● Englishclub.com has an extensive list of minimal pairs.
Procedure
● Arrange the minimal pairs in a pyramid: 1 pair at the top, 2 pairs in
second row, 3 pairs in third row, and 4 pairs in bottom row
○ e.g.
● Under the 8 bottom words, label A-H.
● Model by reading a sequence of 4 words from top to bottom.
○ e.g. “Bead, hit, ship, mitt”
● Ss listen and indicate which letter (A-H) marks the end of the sequence
you read.
○ “You ended on B”
● Ss take turns producing a sequence and seeing if their classmates can
determine which letter they ended on.
Variations
● FOR A CHALLENGE: Add a 5th row to the bottom of the pyramid.
When to use
it
Level
Skills
Exercised
Materials
Prep
Activity
time
Pronunciation
practice
beg to
intermediate
Pronunciation
Board +
marker
5
min
10-20 min
(receptive and
productive)
(virtual or
physical)
Teacher notes:
19
Pronunciation Bingo
This fun and competitive game practices receptive and productive target
sounds. It is adaptable, so you can play again and again with different words!
Preparation
● For 4x4 cards, prepare at least 16 words you want Ss to practice.
● For 5x5 cards, prepare at least 25 words.
○ Find words that are tricky to tell apart, such as minimal pairs
(words that only have 1 different sound). For example: “best” and
“vest”
Procedure
● Ss draw a chart
○ 4x4 for a shorter game
○ 5x5 for a longer game
● Provide a list of words that include your pronunciation targets - at least
enough to complete the chart.
● Ss fill in their charts in random order with the words provided.
○ e.g.
● Randomly call out the words.
● As you call out the words, Ss cover their squares with a game piece.
○ Once they are accustomed, invite Ss to call out the words too!
● First one to get a row wins!
○ Make sure to check the winner’s winning words
Variations
● USE TECH: There are many online BINGO card generators if you’d like to
pass out pre-made cards to Ss. Sightwords.com is a nice option.
● Ss can play virtually with BingoBaker.com.
When to use
it
Level
Skills
Exercised
Pronunciation
beg to
Pronunciation
practice
intermediate (receptive and
productive)
Materials
Prep
Activity
time
Paper,
pen/pencil or
game pieces
5
min
15-25 min
Teacher notes:
20
Tongue Twister Race
Tongue twisters are great articulation exercises. Repeated practice of tongue
twisters that target difficult sounds can help brains and muscles get
accustomed to the sounds of English in a fun way. The goal of “Tongue Twister
Race” is to say the phrase as quickly as possible with no mistakes.
Preparation
● Find an age- and level-appropriate tongue twister. HERE is one
collection.
Procedure
● Practice the tongue twister slowly as a class.
● Slowly build speed.
● As a class or in groups, have Ss time themselves saying the tongue
twister.
○ If they make a mistake, they need to start over!
● Take note of the fastest times. Maybe with practice someone can break
that record!
Variations
● FOR ASYNCHRONOUS LEARNING: Ss can record themselves reading
tongue twisters as quickly as they can on WhatsApp, FlipGrid, Padlet,
etc. Who can say them the fastest?
When to use
it
Level
Skills
Exercised
Materials
Prep
Activity
time
Pronunciation
practice
high-beg to
advanced
Pronunciation
Reading
Tongue
twister, timer
none
10-20 min
Teacher notes:
21
Hot Potato
This speaking game requires quick thinking and speaking. It’s adaptable to all
levels. Last one standing is the winner!
Preparation
● Think of a sentence frame you want your class to use. Some frames
don’t require building off the person before you, like:
○ When I was little, I used to ____.
○ I’ve never ___.
○ [gerund] makes me happy.
For a challenge, give transition phrases to build off the previous person,
like:
○ Fortunately / Unfortunately, ...
○ Additionally / On the other hand, ...
○ If….then….
● Get a small object Ss can pass as the “hot potato” and a device that
counts down (e.g. stopwatch, hourglass, countdown video)
Procedure
● Tell Ss the sentence frame or transition phrase you want them to use.
● A group of Ss stands in a line (or write names in order on virtual board)
● If you are in person, give an object to pass (the “hot potato”)
● Start the game off with a starter sentence, then pass the potato to the
first student and start the timer.
● The S says 1 sentence that follows the sentence frame, then quickly
passes the “potato”.
● Ss continue adding unique sentences and passing the “potato” as
quickly as possible.
● Whoever has the “potato” when the clock stops is eliminated.
● Continue until there is only 1 S left.
When to use it
Level
Skills Exercised
Materials
Prep
Activity time
Speaking
practice
beg to
advanced
Speaking
Listening
Vocabulary
Grammar
Timer
object to
pass
none
10-20 min
To make drills
more fun
Teacher notes:
22
Drawing Dictation
This is a fun activity that has Ss describing vocabulary, shape, size, and
location. The results always lead to laughter and artistic Ss have the chance to
shine!
Preparation
● Find or create a couple pictures that include actions, items, prepositions,
or adjectives you want Ss to practice.
Procedure
● Review language needed to describe the picture you have created or
found (e.g. “there is/are,” “next to,” “under,” “top right corner”)
● Model the activity by describing an example picture to the whole class.
Ss listen, ask questions, and draw.
● Reveal the example picture! Whose drawing is closest?
● Break the class into pairs: Artist and Describer.
● Give the Describers a new picture.
○ In person: Artists sit with backs to the front. Project the image for
all Describers to see.
○ Virtual: Send the picture electronically to the Describers.
● The Describers explain the picture to the Artists, and the Artists draw.
○ Artists can ask questions, but cannot look at the original picture!
○ Describers cannot look at their partner’s work!
● When time is up, the Artists show their drawings.
● Reveal the original picture to the whole class. Which team’s drawing is
closest?
● Ss switch roles and T provides a new picture.
When to use it
Level
Skills Exercised
Materials
Prep
Activity time
Speaking
practice
high-beg
to
advanced
Speaking
Listening
Vocabulary
Grammar
Picture for
artists to
replicate
5
min
20-30 min
Vocabulary
review
Preposition
practice
Paper and
pencil
Teacher notes:
23
Don’t Finish Last!
Add some spice to drills! This quick drill works especially great for beginners to
practice words that go in order (numbers, days of the week, etc.), but it can be
adapted for any level. Last one standing wins!
Preparation
● None
Procedure
● Invite 5-10 Ss to stand in a circle.
● Provide a series of words you want them to practice. For example:
○ Numbers (1-10, 20-30, 100-120, etc.)
○ Days of the week
○ Months of the year
○ A list of items to bring camping
○ Kitchen utensils
○ A complete sentence
● Select a S to begin by saying the first OR the first and second word of
the series
○ e.g. for series of numbers 1-10, the first S can say “one” or “one, two”
○ e.g. for series of camping items (written in a list on the board), the
first S can say “I’m bringing a backpack” OR “I’m bringing a
backpack and a flashlight.”
● The next S in the circle can also say the next word in the series OR the
next two words
● The S who says the final word in the series is out and sits down.
● The game continues until only 1 S remains standing.
When to use it
Level
Speaking
practice
beg to
highintermediate
Vocabulary
review
To get moving
Skills Exercised Materials Prep
Speaking
Listening
Vocabulary
Grammar
Board
none
(optional)
Activity time
5-15 min
Teacher notes:
24
Alibi
“Alibi” provides an engaging context to past progressive and simple past
practice. Best for intermediate to advanced classes, a small group of suspects
must keep their stories straight or go to jail!
Preparation
● None
Procedure (click HERE for more detailed instructions)
● Tell the class that there was a bank robbery last night! Some suspects
will be brought into the police station for interrogation.
○ Fun visuals of a local bank and pictures of robbers opening a safe
add some flavor to the story!
● Choose 3 Ss to be suspects. These 3 suspects were together the evening
before, but claim that they did not rob the bank.
● The suspects leave the room to create their alibi. They want to agree on
as many details as possible. For example:
○ What were they doing last night?
○ What were they wearing?
○ Who were they with?
● The rest of the Ss are detectives. They break into 3 groups and create
questions to ask the suspects. For example:
○ What were you doing last night at 11:15?
○ What hairstyle did you have last night?
○ Were you and your friends enjoying any food together last night?
● After planning, the interrogation begins! The suspects are separated and
rotate around the 3 groups of detectives, answering their questions.
○ Detectives take notes and highlight anything that doesn’t match.
● Detective groups compare notes. Did the stories match?
○ If the stories matched, the suspects are free to go.
○ If the stories did not match, the suspects are under arrest!
Variations:
● FOR YOUNG CLASSES: Instead of “bank robbery,” it may be appropriate
to suggest a lighter offense, such as “the class snacks are missing.”
When to use it
Speaking
practice
Past tense
practice
Level
Skills Exercised
intermediate
to advanced
Speaking
Listening
Grammar
Materials
Prep
paper/
none
pencil for
detectives
Activity time
20-45 min
Teacher notes:
25
Interruptions
This activity helps Ss with fluency and asking questions. Ss try to interrupt the
speaker’s story by asking for more information about the details.
Preparation
● Plan a story to tell (from a text, your life experience, or your imagination)
Rong-Chang has many short, leveled stories.
Procedure
● Find or create a story that is an appropriate level and theme for your
class.
● First model with the whole class. Tell Ss that you will tell a story, and they
should interrupt at every opportunity with a relevant question.
○ Make sure Ss start with a polite phrase like “Excuse me,” “Pardon
me,” or “Sorry to interrupt”.
● Pause at good places that would be good opportunities to interrupt and
help brainstorm potential questions.
● Time to play!
○ Option 1 (whole class relay): Ss form 2 lines. When a S is at the
front of the line, they try to find a place to interrupt the story with a
question. When they do, they move to the back of the line. When
that first S is back in front, that team wins!
○ Option 2 (small group): Bring 2-4 Ss to the front of the class. Tell
the story and every time someone asks a relevant question, you
answer it and they get a point. The S who interrupted to ask the
most questions wins!
Example
T: YesterdayS: Sorry, what time was it?
T: 8:00. Yesterday, at 8:00, I was riding the subway to work whenS: Excuse me, which subway line?
When to use it
Question
Formation
To complement a
text Ss are
reading
Level
Skills Exercised
Materials
Prep
Activity time
Speaking
Listening
Question
formation
story to
read
(optional)
5
min
5-10 min
beg to
advanced
Teacher notes:
26
Word Bricks
Word Bricks, from American English’s “Activate”, are used for building
sentences. They have a wide range of words: nouns, verbs, adjectives,
adverbs, articles, pronouns, and so on—all of the building blocks needed to
form complete sentences.
Preparation
● In person: Download, print, and cut pre-made bricks and/or add your
own!
● Online: Make a Padlet or Jamboard with many words that Ss can move
around to build sentences. Make sure to include enough of “a,” “an,”
“the,” “is”, “are” and a “wildcard” or two.
Procedure
● Break the class into small teams of 2-4.
○ Ask each group to choose a name for their team.
● Give each team about 50 Word Bricks.
○ Make sure each team has a few “-s” suffixes and at least 1
“wildcard”.
● Explain how to win points: 1) Each correct sentence gets 1 point. 2) The
longest sentence in the class is worth 3 points.
● Set a time limit.
● Ss work together in their teams and use the bricks to build sentences.
● When the time is up, count the correct sentences in each team, award 3
points for the longest sentence, and announce the winner!
Variations
● When a team completes a sentence, they can call you over to check it. If
it is correct, mark a point for that team. Then, the team can re-use the
bricks.
● Lots of other ideas for gameplay are on the Activate website.
When to
use it
Level
Skills
Exercised
Materials
Prep time
Activity
time
Warm-up
Vocabulary
practice
Grammar
practice
Any
Teamwork
Word Bricks
(or homemade
alternative)
none
15-30
minutes
Sentence
structure
Vocabulary
Teacher notes:
27
Story Chain
In this collaborative writing activity, Ss add segments to each other’s stories.
This can help reduce the anxiety of writing a story alone, reinforce story-telling
skills, and lead to laughs!
Preparation
● none
Procedure
● Discuss the format of a traditional story, typically:
○
○
○
○
○
○
●
●
If needed, model this format with a well-known story.
Provide language commonly used for each section. For example:
○
○
○
○
○
○
●
●
●
●
●
Exposition
Conflict
Rising Action
Climax
Falling Action
Resolution
“Once upon a time…”
“But one day…”
“Because of that…”
“Until finally, …”
“And ever since then…”
“And they lived happily ever after…”
Each S writes an exposition. (e.g. “Once upon time there was …”)
Then each S passes their story to a neighbor.
The neighbor continues the story, writing the conflict. (e.g. “But one
day...”)
Ss continue writing and passing the story until the resolution is written.
The story is returned to the original author to read.
Variations
● FOR ONLINE CLASS: Synchronous or asynchronous writing in Google
Docs, Jamboard, WhatsApp, your classroom management system, etc.
When to
use it
Level
Skills Exercised
Materials
Prep
time
Activity
time
Writing
practice
Hi-beg
to
advanced
Writing
paper/pencil
or
shared writing
online platform
none
20-30
minutes
Story structure
Reading
Teacher notes:
28
Digital Tools Used in Workshops
Online Meeting Software
Zoom
A popular online meeting software with many interactive tools like breakout
rooms, annotation, polls, whiteboard, screen sharing, and chat.
Shared online documents
Padlet
A shared wall for students to post text, audio, video, links, GIFs, and more.
TIP: You can have 4 active Padlets for free. Delete old ones to keep using
the free version.
Google Jamboard
A free, digital interactive whiteboard that students can view and/or edit
during class or for homework
TIP: For Ss to view only, click “SHARE” then select “Anyone on the
internet with this link can view” To let Ss edit, select “Anyone on the
internet with this link can edit”
Google Docs
A free, digital word processor that students can view and/or edit during class
or for homework
TIP: For Ss to view only, click “SHARE” then select “Anyone on the
internet with this link can view” To let Ss edit, select “Anyone on the
internet with this link can edit”
Online Name Pickers
Wheel of Names [my favorite!]
A customizable wheel to randomly pick students in class. Have fun changing
the music, colors, and other settings. You can remove names once they are
called.
TIP: Make an account and save your wheels for reuse
Random Name Picker
A simple tool to pick students in class. It does not use fun colors and music, so
it may be more appealing to an adult audience.
TIP: You can remove names once they are called (just click on the name
after it’s been picked).
TIP: Save your lists of names for reuse
29
Name Picker Ninja
A simple tool to silently pick a random name. You can remove names once
they are called.
Gamified Online Assessments/Activities
Quizizz
An online tool to gamify your assessments. You create a poll or quiz and Ss
join from their computer, tablet, or phone. This tool is great to poll for
warm-ups and icebreakers, or quiz to check understanding. You can play
during class or assign as homework. The free version works very well, but if
you pay for an account you can access fun extra features.
TIP: You can pair Quizizz with Google Classroom.
TIP: View some tutorials to learn more.
Kahoot
A website/app for game-based, multiple choice, online quizzes. You create a
quiz and Ss join from their computer, tablet, or phone. This tool is great for a
fun, low-stakes assessment.
● TIP: In Game options, go down to General and turn on: “Show
questions and answers on players’ devices” so Ss see the question on
their devices.
● TIP: Play during class as a competition or assign it as homework.
● TIP: Kahoot pairs with Google Classroom
Quizlet
A website/app that takes flashcards to a new level. Here are just a few Quizlet
tools:
● Create a class and monitor progress
● Online flashcards
● Test generator
● Spelling check
● Matching game!
● “Gravity” game
● Quizlet Live game! (play as individuals, on teams with separate devices,
or on teams sharing a device)
○ TIP: Embed Quizlet flashcards in your online class
○ TIP: Encourage Ss to create and share their own flashcard sets
30
Crossword Labs
A super simple free online crossword puzzle maker. Share a link or embed in
your online classroom for students to play online, or print to play in person.
Flippity
Flippity turns Google Spreadsheets into interactive online games. It’s
completely free to make a Google Spreadsheet and publish it as an online
quiz, flash card set, presentation, memory game, word search, MadLibs, and
more. The teacher can create content, and students can too!
Baamboozle
Baamboozle.com is an online, game-based site that brings competitive fun to
grammar, vocab, and more! Create a free account and make your own games
or find a pre-made one!
○ Tip: You can add or remove “power-ups” that can change a team’s
points at any time.
○ TIP: For ultimate engagement, Ss can make their own games.
○ TIP: Send Ss to “study mode” before playing so they can prepare
ahead of time.
○ TIP: You can import Quizlet and Kahoot games
Word Wall
Word Wall is an online interface that you can customize with any content you
like! Create a free account and make your own games or find a pre-made one!
○ TIP: For asynchronous practice: Share a link to your game or
embed it in your online classroom.
○ TIP: Free accounts get 5 games. For full access, upgrade to a paid
account.
Activate: Games for Learning American English
“Activate” is a free bundle of games from the U.S. State Department that you
can download and use in your class, or use templates to create more
individualized practice! Find the teacher’s manual HERE.
● Board Games: Print and use 11 of the pre-made board games, or use a
template to create your own.
○ One way to play online is to use this Google Slideshow
● Guess What?: Print and use 24 pre-made cards for a variety of games in
the classroom to provide an opportunity for students to practice English
vocabulary.
31
● Word Bricks: Print and use 14 pages of pre-made Word Bricks for Ss to
practice sentence structure. Use this template to add your class
vocabulary to the game!
Tools for Students to Create
Storyboard That
An incredibly versatile tool for creating storyboards, comics, and other
illustrations that is easy to use! The site provides scenery, characters, animals,
objects, and more - and Ss have the ability to change the face and body of
almost every character. A few ways this could be used are:
● Summarize a section of a text (e.g. their favorite chapter)
● Storyboard a segment of the plot (exposition, conflict, rising action,
climax, falling action or resolution)
● Create a picture dictionary of vocabulary from the text
● Storyboard a prediction of what happens next in the story
● Storyboard the most important events of someone’s life from a
biographical text
● Make a story illustrating facts learned from a text
When the storyboard is done, Ss can save the illustration to their free account,
or take a screenshot and send it via email, WhatsApp, etc.
○ TIP: A free account can save 2 storyboards/week
Meme Generator
Memes are all over the internet, and Ss might enjoy using English to make
their own! A few ways this could be used are:
● Ss to reflect on a homework or classroom activity
● Ss to create memes that show the class rules, then you post them in
your class
● Ss create a meme from the point of view of a character from a text or
video
TIP: This website’s content is submitted by the public, so there may be
some offensive material. Use discretion before sending your Ss to the
site.
32