A

A

M

M

E

E

M

M

O

O

R

R

Y

Y

G

G

A

A

M

M

E

E

Language Aims:

To revise vocabulary and to train memory

Time:

8 minutes

Preparation:

none

Procedure:

1. The teacher starts with the sentences: In

my suitcase there is a toothbrush (for
example).

2. Student A finds an own word and goes on:

In my suitcase there are a toothbrush, …

3. Student B repeats what A said and

completes it with an own word.

4. Play until everybody has tried to

remember all the words or until one
student makes a mistake.

A

A

M

M

I

I

A

A

P

P

I

I

Z

Z

Z

Z

A

A

?

?

Language Aims:

To review vocabulary. To use yes/no
questions to figure out unseen words.

Time:

10-15 minutes

Preparation:

Cut out little strips of paper or use post-it
notes and write vocabulary words on each
piece. You might also need sticky tape.

Procedure:

1. Tell all the students to stand up in the

center of the classroom.

2. Place a piece of paper with a previously

taught vocabulary word on the back of
each student so the student cannot see it.

3. Tell the students to walk around the

classroom and ask other students yes/no
questions to try to figure out what the
word on their back is. Tell the students
they can only ask three questions to one
person, then they have to move on to
another person.

4. After a student has guessed his/her word

correctly, he/she can continue to circulate
and answer other students' questions.

5. The activity is finished when everyone

has guessed his/her word.

C

C

H

H

A

A

I

I

N

N

G

G

A

A

M

M

E

E

Language Aims:

To recall learned vocabulary. To practise
listening for the last sound at the end of
words. To pronounce clearly so other
students can understand.

Time:

10-15 minutes

It might go something like this:

"Am I a person?" "No."
"Am I an animal?" "No."
"Am I food?" "Yes."
(Move on to the next student.)

"Am I cheese?" "Erm...not exactly."
"Am I made from cheese?" "Yes."
"Am I a sandwich?" "No."
(Move on to the next student.)

"Am I a pizza?" "Yes!"

Preparation:

none

Procedure:

1. Ask a student to tell you a word they have

learned from their lessons. Write the
word on the board or OHP.

2. Underline the last letter of that word and

ask the students to find a new word
starting with that letter.

3. Repeat this process until you are satisfied

with the number of words students have
produced.

Variation

Place students into two relay teams. The
students should line up (either standing or
sitting) according to the order that they will
follow. Tell students this is a timed relay
race and that they need to work fast. Tell the
first student to shout out any word. The
second student carefully listens to that word
and, in particular, for the last letter of that
word. The second student then shouts out a
new word that begins with that last
letter. The third student then continues the
process until all the students have given a
word. (Depending on the size of your class,
you may wish to have the students go twice
round instead of once, as this activity can be
very short.) You record how long it took the
team to go once or twice round. Put their
time on the board or OHP for the other team
to see. The other team must beat this time to
win.

D

D

E

E

S

S

C

C

R

R

I

I

B

B

E

E

M

M

E

E

Language Aims:

To write the structures (i.e. present and
present continuous tense) and vocabulary
necessary to describe people in photographs.

Time:

10 – 15 minutes

Preparation:

Cut out photos from magazines, newspapers,
etc. so that each student has one photograph
to look at and describe.

Procedure:

1.

Give every student a photograph of a

person.

2.

Ask each student to write a description of

the person in the photo, being sure to
describe his / her appearance and
clothing.

3.

When all of the students are finished

writing, collect their writing.

4.

Display all of the photos on the white

board. Give each person in the
photographs a name. Write the name
above the photo.

5.

Read the descriptions from the students

one at a time. When a student thinks he /
she knows which photo is being
described, he / she shouts the name of the
person in the photo.

6.

The student who has guessed the most

people correctly is the winner.

Variation

As a variation, students can be divided into
two teams and members of each team are
allowed to shout the names. A student who
answers correctly scores one point for his /
her team. If a team guesses incorrectly, the
other team gets to try and guess. If neither
team guesses correctly, continue to read out
the description, and once again, both teams
are allowed to guess. The team with the
most points at the end is the winner.

I

I

S

S

P

P

Y

Y

Language Aims:

To review classroom vocabulary.

Time:

10 - 15 minutes

Preparation:

None

Procedure:

1. Pick something from the classroom for

the students to try to identify (e.g.
"clock") and then write on the board: I
spy with my little eye something that
begins with a 'c'. Ask the students to find
something in the the classroom that
begins with the letter 'c'. Allow students
to continue guessing until someone
guesses correctly.

2. Ask the student who guessed correctly to

look for something in the classroom for
the other students to identify. After
he/she has picked something (e.g.
"window") he/she says, "I spy with my
little eye something that begins with a
'w'. The students try to find things that
begin with the letter 'w' and continue
guessing until someone guesses correctly.

3. Repeat Step 2 until most or all students

have had a turn.

M

M

I

I

S

S

S

S

I

I

N

N

G

G

V

V

O

O

W

W

E

E

L

L

S

S

Language Aims:

To review vocabulary and target
language. To use contextual clues to fill in
missing letters of words.

Time:

10 - 15 minutes

Preparation:

Select or create a short paragraph and take
all the vowels out of the words replacing
them with a dash or line. This can easily be
done on the word processor by using the
Find and Replace tool. The paragraph can:
1. be one you have worked on before; 2.
introduce something you're going to do in
class that day; 3. be a list of commonly
used classroom expressions; or 4. be about
your weekend, holiday, etc.

Example: T_d_y w_s v_ry h_t. _t r_
_ch_d 35 d_gr_ _s C_ls_ _
s. _ w_sh _ h_d _ sw_mm_ng p_ _l.

Procedure:

1. Give the students the paragraph with the

vowels taken out of all of the words.

2. Tell the students to fill in the missing

vowels.

3. When they have finished, have the

students write the paragraph on a piece of
paper.