BINGO THE LAST WORD 1.Students are given a blank grid (4x4, 5x5, etc.) 2. Categories students have studied label each column. (numbers, verbs, clothing, 1. Two students sit back to back. adjectives, etc.) 2. They are given a category. 3. Students brainstorm expressions that know in the target language that fit each 3. Each student takes turns naming a word/expression that fits the category. category and write them into the blocks. A “free” space can be allowed. 4. A student is “out” when he/she repeats a word already given, gives a word that does not 4. Once all grids are completely filled in, students take turns (going down the rows fit the category or can’t think of a new word. or across) naming one item from a particular category. 5. The student who is “out” returns to his/her seat and a new “challenger” takes his/her 5. Students mark out that block (or cover it with a marker). Teacher writes down seat. expressions as they are called. 6. Then a new category is given. 6. Once a student marks blocks in an entire horizontal, vertical, or diagonal row, they 7. The goal of the game is to see which student can remain on the seat for the most rounds. call out “BINGO”- or a word in the target language. 7. Answers are verified by the teacher’s list. TYPEWRITER TIC-TAC-TOE 1. Students are assigned letters of the target language alphabet, including accent 1. This can be a whole class game (boys vs. girls, left side vs. right) or done in pairs. marks. 2. Students complete the grid with questions, infinitives, definitions, or clues in the target 2. A word/expression in the target language is called out. language which correspond to the unit being studied. 3. Students stand up in the order in which the word is spelled and say their letter. 3. One team or partner is “X” and the other is “O”. (Like the keys of a typewriter). 4. In order to place your letter in a space, you must answer the question, name the word 4. The object of the game is to spell the word/expression correctly in the shortest being defined or give the correct verb form. amount of time. 5. The object of the game is to achieve 3 of your letters in a row. SCATTERGORIES FLYSWATTER 1. This can be done in small groups or pairs. 1. An overhead transparency is created with target expressions randomly written (not in 2. Groups or “teams” are given newsprint and one colored marker. rows and columns). 3. Students are given a category for which they must brainstorm as many words as 2. Students are divided into two teams. One member of each team is given a flyswatter. they can think of that fit the category within the given time. They must keep their hands at their sides. 4. Once the brainstorming time has expired, the color of groups’ markers is 3. The teacher calls out a word in English or in the target language (or gives a definition, switched. (This avoids cheating.) asks a question, etc.). The first student who covers the correct word on the overhead screen 5. Groups take turns naming words from their list. If the word they call out matches with his/her flyswatter wins the point. one on another team’s list, that word must be crossed out. 4. A variation of this is to write the words on the black board. 6. Groups only earn “points” for unique (correct) answers. 7. A variation of this game is when the teacher has a target list he/she is looking for (ex. Name the Spanish-speaking countries of the world.) Teams earn a point for every correct answer. PICTIONARY MEMORY/CONCENTRATION 1. Students take turns in pairs or small groups trying to get their partners/team members 1. Students create pairs of cards that go together (English and target language, to guess their word/expression through drawing, without using words, letters or expressions and pictures, infinitive/pronoun and conjugated verb form. numbers. 2. Cards are laid face down on the table. 3. Students take turns turning over two cards at a time. If the two cards match, they are removed from the table and the player earns points. 4. The game continues until all cards are gone. CLUE THE PRICE IS RIGHT 1. Students divide a large sheet of paper into four or six sections and label each as a 1. A set of cards are created with items and prices on them. room or area of a house. (or buildings around a city) 2. Players have list of items. 2. Students create characters who live in the house or who are traveling around the city. 3. One player chooses a card. 3. Then cards are created to represent items in the house (or activities one would do 4. Other players try to guess the price of the item. around a city). 5. The person with the card gives clues like: HIGHER, LOWER, ALMOST, CLOSE, 4. On a blank sheet of paper, each player chooses a room (or building) and an item (or EXACTLY. activity) for his/her character. 6. Play continues until all items’ prices are revealed. 5. Through process of elimination, students guess where each other’s characters are and what they have. Questions may only be answered by YES or NO. FAMILY LOGIC WHAT’S IN THE BAG? 1. Teams are given a family diagram. Ex. Two grandparents, two siblings with spouses, 1. An item or several items are put into a bag. It can be based on a scenario (going to their children. the beach, going on a trip, just got back from grocery store). 2. Teams write their names onto the diagram and assume the family role of the person. 2. Students take turns asking questions about what is in the bag asking only YES or NO 3. Other teams try to guess this “family’s” relationships by asking questions and through questions. Questions can be asked about shape, color, use, etc. a process of elimination. Only YES or NO questions can be asked. 3. A variation of this activity is to place several items on a table covered with a piece of 4. A variation of this game can be played with people and a map of a city, students cloth. The cloth is removed for a set period of time. Then the items are covered again. guess where each person is. Another variation is people and what they ordered/ate at a 4. Students attempt to remember what was on the table. restaurant. WHO AM I? 20 QUESTIONS CHARADE SCENES 1. Students assume the persona of a famous person from history or entertainment. 1. Great for the past tense. 2. Other students ask YES or NO questions of the person to discover his/her identity. 2. A student acts out several (3-5) actions in a row with no sound. Ex.- walking, sitting, reading, sleeping. 3. After the scene is viewed two times, students recount what they saw using the past tense. 4. Scenes can be played out with multiple actors for high difficulty level. CONTINUE THE STORY STORY/CONVERSATION STRIPS 1. One student gives a sentence and takes his/her place in front of class. 1. Students recall events from a story, article, reading, video or any other experience by 2. The next student repeats the previous student’s sentence and then adds one of his/her writing details on strips of paper. own. 2. Collaboratively in groups, students arrange sentence strips into an order that will 3. The story continues as far as it is allowed. retell the information. 4. A variation of this activity is to create a story sentence by sentence on strips of paper 3. Blank strips can be used to fill gaps in the story. which creates a paper chain. 4. A variation of this activity is to create a conversation with all of the strips. SITUATION BAGS HUMAN GRAPHS 1. Students are given a paper lunch bag with a situation or setting written on the outside 1.Students stand on a continuum under labels based on preferences, birth months, color of it. of clothing, etc. 2. Students use small slips of paper on which they write activities, and other vocabulary 2. Students then transform the data into a bar, pie or line graph. that correspond to the situation. 3. The bag is passed to another group. The second group’s task is to create a story or conversation about the situation using the cues on the slips of paper. STEP LEFT/STEP RIGHT VOTING 1. Students are given two choices for responses- True/False, Agree/Disagree, 1. Large manila envelopes a placed around the room with a prompt on each that has two Masculine/Feminine, Present/Past. alternatives (dangerous/safe, fair/unfair, easy/difficult, etc.). 2. The teacher gives cues and students step left or right based on their responses. 2. Students write their “votes” on slips of paper. 3. A variation of this activity can be Thumbs Up/Thumbs Down or an index card with 3. Students place their “votes” into the coordinating envelope. each of the responses on the two sides of the card. 4. Teams tabulate results and report them in percentages. PICTURE DICTATION BEEP 1. One student has a picture. He/she describes the picture to team members in the target 1. Students read a sentence and leave the key word out and replacing it with the word language. “Beep.” 2. Team members attempt to draw the scene that is being described. 2. Other students try to guess the “Beep” word. 3. Drawings are compared to the picture prompt. RUN ON SENTENCE OPINION TWINS 1. A letter of the alphabet is chosen. 1. Students respond to preference questions by choosing their opinions by writing them 2. Students attempt to create a run on sentence be adding words that begin with the on a strip of paper labeled with the number of the question/prompt. same letter to the sentence. Small filler words like “the” and “in” and “and” are 2. Students put a personal code at the bottom of their response strips. exceptions. 3. Students’ opinion strips are hung around the room. 4. Students browse the strips hanging around the room to find someone who most closely matches theirs and copy down the code of that person. 5. Once all students are seated, personal codes are revealed. CATEGORY CARDS Go-To Activities 1. Students create cards that represent target content. 2. Groups/teams work together to arrange cards into categories and name the categories. & Games Leslie Grahn Howard County Public Schools 2006 SPEED DIAL TRIANGLE SPINNERS 1. Students are given a template which resembles a telephone where both the numbers 1. Card stock equilateral triangles are cut out with a hole in the middle through which a and alphabet letters are showing. pencil or pen can be slid. 2. One student thinks of a vocabulary word and “spells” it in numbers only. 2. On each tip of the triangle, a choice is written. (ex. Fact-opinion-question, present- 3. Team members try to guess the word being “spelled.” past-future, true-false-choice, person-place-thing, who-what-where) 3. Students take turns spinning the pencil and their response must be to the choice on the point that lands up. It can be in response to a verb/pronoun cue, a dialogue/story that was read, a particular unit studied, or a particular scenario/authentic situation. VERB RELAY ESP/PREDICTIONS 1. Position each team in a straight row. 1. Students fold a piece of paper in half lengthwise. Ask that they record 2. Have the first person take out a sheet of paper and fold it four times. There will be responses to personalized questions on the left side of the page. Then, have eight columns. At the top of the first column, have the student write the word "verb" in them record the responses they predict their partner will give using their the target language. Across the top of the other seven columns, have him/her list “ESP.” After, have students compare their responses and predictions. subject pronouns. 3. To start the relay, announce an infinitive. The first person writes the infinitive in the first column and conjugates the verb in the second column according to the subject pronoun at the top. (S)he passes the paper to the next student who conjugates the verb according to the subject pronoun at the top of the third column and so on. As the chart goes down the row, a student may make corrections to any errors. 4. The first team to complete the row wins a point, but only if all forms completed are correct.