Name Game
Aim of the activity
To enable the class to learn everybody’s name.
Preparation
Bring in an object to throw around the classroom (something soft!!) e.g. a ball, a soft toy
Procedure
Get the students to stand in a circle (or 2 or 3, depending on class size). Say your name, followed by something that you like/don’t like. Encourage your students to choose something that starts with the same phoneme as their name. E.g. My name’s Jess and I like jazz, or My name’s Anna and I don’t like apples. When you have introduced yourself, throw the object to another student. They must repeat what you said, then introduce themselves. The game continues like this, so the last person in the group may need some help to remember all the names and likes/dislikes! The alliteration often helps people to remember everybody’s names.
Get the students to stand in a circle (or 2 or 3, depending on class size). Say your name, followed by something that you like/don’t like. Encourage your students to choose something that starts with the same phoneme as their name. E.g. My name’s Jess and I like jazz, or My name’s Anna and I don’t like apples. When you have introduced yourself, throw the object to another student. They must repeat what you said, then introduce themselves. The game continues like this, so the last person in the group may need some help to remember all the names and likes/dislikes! The alliteration often helps people to remember everybody’s names.
Spot the false information
Aim of the activity
To introduce yourself to a new class.
Preparation
Write three pieces of information about yourself on the board, only one of which is true.
Procedure
Tell the students that they should ask you questions in order to find out which information is true.
When they have asked some questions, ask them to say which one they think is the true piece of information and then tell them whether they were right.
Names and numbers
Aim of the activity
To introduce yourself to a new class. To encourage the exchange of personal information in English.
Procedure
Write in random order on the board a selection of names and numbers which mean something to you personally. For example, the number of your house, the name of your dog, the number of children you've got, the number of times you've been married etc. Ask the students to guess the significance of the names and numbers you have written. Confirm their guesses or correct them.
Now ask them to work in pairs and to write names and numbers for their partner to look at and guess their significance.
Alternatively, ask students to write three numbers, or three names on a post-it and to stick in on their front. They should then circulate and ask and answer questions with as many partners as possible about the numbers or names on their post-its.
Write in random order on the board a selection of names and numbers which mean something to you personally. For example, the number of your house, the name of your dog, the number of children you've got, the number of times you've been married etc. Ask the students to guess the significance of the names and numbers you have written. Confirm their guesses or correct them.
Now ask them to work in pairs and to write names and numbers for their partner to look at and guess their significance.
Alternatively, ask students to write three numbers, or three names on a post-it and to stick in on their front. They should then circulate and ask and answer questions with as many partners as possible about the numbers or names on their post-its.
Answers to questions
Aim of the activity
To introduce yourself to a new class.
Procedure
Think of the sort of questions you need to ask to find out personal information and write only the answers to these questions on the board. Make the answers as obvious or as ambiguous as you like depending on the level of the class.
Think of the sort of questions you need to ask to find out personal information and write only the answers to these questions on the board. Make the answers as obvious or as ambiguous as you like depending on the level of the class.
For example,
Mary (What's your name?)
I'm a teacher (What do you do?)
Interior designer (What would you like to be if you weren't a teacher?) etc
Once you have written up the answers to the questions, elicit the questions from the students.
True or false?
Aim of activity
Getting to know each other. Practising a range of tense forms.
Procedure
Ask students to write some statements about themselves. Some of them should be false. Ask students to work in pairs and guess which of their partners’ statements are true and which are false.
Alternatively, make a worksheet with sentence beginnings for the students to complete. This will ensure that the students practise a range of tenses.
Ask students to write some statements about themselves. Some of them should be false. Ask students to work in pairs and guess which of their partners’ statements are true and which are false.
Alternatively, make a worksheet with sentence beginnings for the students to complete. This will ensure that the students practise a range of tenses.
From Inside Out Intermediate Resource Pack 8A
The Hot Seat
Aim of the activity
Getting to know one another. To ask and answer questions.
Prepare a list of questions appropriate to the students' level and leave a space for the students to write a name next to each question.
Procedure
Give each student a copy of the list of questions.
Ask them to read the questions and to think about how they would answer them without writing anything yet.
Now ask them to decide to whom they would like to ask each question and to write the name of one of the other students in the class next to each question in the space provided.
They should try to put a different name next to each question.
Now ask them to go round the class, finding the students whose names they have written, asking and answering questions.
Give each student a copy of the list of questions.
Ask them to read the questions and to think about how they would answer them without writing anything yet.
Now ask them to decide to whom they would like to ask each question and to write the name of one of the other students in the class next to each question in the space provided.
They should try to put a different name next to each question.
Now ask them to go round the class, finding the students whose names they have written, asking and answering questions.
Alternative
Fold a piece of paper into three columns. The first column has the beginning of a question, the middle column has a space for names and the third column has the end of each question. Fold the piece of paper so that only the column with the blanks for names is visible. Ask the students to write the names of the students in the class in the spaces in random order, repeating some names if necessary.
When they have done that, ask them to unfold their pieces of paper to reveal a list of questions with the names of the students in the class in them.
Fold a piece of paper into three columns. The first column has the beginning of a question, the middle column has a space for names and the third column has the end of each question. Fold the piece of paper so that only the column with the blanks for names is visible. Ask the students to write the names of the students in the class in the spaces in random order, repeating some names if necessary.
When they have done that, ask them to unfold their pieces of paper to reveal a list of questions with the names of the students in the class in them.
For example | ||
What’s When did How often does | Alek’s Maria Saro | favourite possession? last have a haircut? speak English outside class? |
Students go round asking and answering the questions. If you like, you can ask students to guess the answers first.
Questions round the group
Aim of the activity
To write a question for each student in the group and to ask and answer the questions.
Preparation
Give each student in the class a blank piece of paper and ask them to write their name at the top.
Give each student in the class a blank piece of paper and ask them to write their name at the top.
If you want to make the activity more controlled, write prompts in the form of the beginnings of a list of 12 questions (see Reward Intermediate Resource Pack, 1a “Spotlight on You”).
If there are more than 12 students in the class, divide them into groups. Give a blank sheet or one copy of the unfinished questions to each student in the class and ask them to write their own name at the top. Now ask them to give their worksheet to the person who is sitting on their left. Tell the students that they are going to think of a question they would like to ask the person whose name is at the top of the worksheet they have received. They should write their question on the worksheet or complete one of the unfinished questions. When they have written a question, they give the worksheet to the person on their left. Repeat the activity until the students receive the worksheet with their own name at the top again. Now ask the students to go round the class, find each of the students who wrote a question for them and answer it. It is probably a good idea to make sure the students know a polite way of refusing to answer questions, for example, "I'd rather not answer that", and to tell them that they have the right to remain silent!
Things in common
Aim of the activity
For a new class to get to know one another or for a class who know one another to practise simple questions requiring the answer "yes" or "no" and short answers using "so" and "neither".
Possible subjects: personal information, likes and dislikes, hobbies, what they did yesterday etc.
Preparation
One worksheet for each student in the class. The worksheet has two columns; one marked "YOU" and the other "FIND SOMEONE WITH THE SAME ANSWER".
One worksheet for each student in the class. The worksheet has two columns; one marked "YOU" and the other "FIND SOMEONE WITH THE SAME ANSWER".
Procedure
Ask students to answer the questions in the column marked “YOU".
When they have done that, ask them to go round the class or group and find other students with the same answers.
When they find someone with the same answer, they should write their name in the space provided in the second column.
Tell them that they can only write the same name twice on their worksheet - this will encourage them to change partners more often.
When the first student has written names next to all the questions, stop the activity.
Ask students to answer the questions in the column marked “YOU".
When they have done that, ask them to go round the class or group and find other students with the same answers.
When they find someone with the same answer, they should write their name in the space provided in the second column.
Tell them that they can only write the same name twice on their worksheet - this will encourage them to change partners more often.
When the first student has written names next to all the questions, stop the activity.
From Reward Upper-Intermediate Resource Pack 1a
“I think my partner…”
Aim of the activity
Getting to know one another. To practise questions and short answers.
Make one copy of the worksheet for each student in the class. The worksheet has two columns, one marked "I think my partner ..." and the other = “I'm right” x = “I'm wrong".
Procedure
Ask the students to work in pairs.
Ask them to guess which information in the first column is true for their partner without asking their partner yet.
When they have done that, they should ask their partner questions to find out whether they guessed correctly and put a tick or a cross in the second column.
Tell them to give themselves one point for each correct guess, add up their score and read their results.
Ask the students to work in pairs.
Ask them to guess which information in the first column is true for their partner without asking their partner yet.
When they have done that, they should ask their partner questions to find out whether they guessed correctly and put a tick or a cross in the second column.
Tell them to give themselves one point for each correct guess, add up their score and read their results.
From Reward Upper-Intermediate Resource Pack 1b
Make the statements true for you
Aim of activity
To encourage students to talk about themselves.
Preparation
Write a list of personal statements on topics relevant to your students’ age and interests.
Write a list of personal statements on topics relevant to your students’ age and interests.
Procedure
Give each student a copy of the statements and ask them to tick any that are true for them, and to re-write the other statements, making the necessary changes to make them true
For example, the sentence “It was always my ambition to become a teacher” may be re- written in the following ways :
It was never my ambition to become a teacher.
It was always my ambition to be a train driver.
It was always my ambition to become a teacher, but if I’d known what it was going to be like, I would have changed my mind.”
Give each student a copy of the statements and ask them to tick any that are true for them, and to re-write the other statements, making the necessary changes to make them true
For example, the sentence “It was always my ambition to become a teacher” may be re- written in the following ways :
It was never my ambition to become a teacher.
It was always my ambition to be a train driver.
It was always my ambition to become a teacher, but if I’d known what it was going to be like, I would have changed my mind.”
Names crossword
Aim of activity
To review personal information.
Procedure
Divide the class into groups of three to six students. Ask each group to list the names of all the students in the class. The students fit the names into an interlocking pattern.
(Blank Wordsearch grids are helpful for this.)
Students make a copy of the pattern, without the names, and insert crossword numbers. They then write clues, based on information they already know about their new classmates. The blank crossword is presented on the board, on a poster or an OHP, together with the clues. The other groups have to solve the crossword puzzle.
Divide the class into groups of three to six students. Ask each group to list the names of all the students in the class. The students fit the names into an interlocking pattern.
(Blank Wordsearch grids are helpful for this.)
Students make a copy of the pattern, without the names, and insert crossword numbers. They then write clues, based on information they already know about their new classmates. The blank crossword is presented on the board, on a poster or an OHP, together with the clues. The other groups have to solve the crossword puzzle.
Variation
Hangman and Anagrams are both game formats which, like a Wordsearch, can be used successfully with students’ names.
Hangman and Anagrams are both game formats which, like a Wordsearch, can be used successfully with students’ names.
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