If you have been here before, note a couple
PS::: Today I added one more.
Come on in. Moms and Dads can learn another language too.
Besides, we are going to have fun learning in this classroom.
Calling all Teachers - Calling all Students---and you too Herr Mozart
Welcome to The Idea Page for Language Instructors
Below you will find a wide array of proven classroom activities that can work well for any language.
new additions at the bottom.
No. 115 on reading comprehension.
Attn. Students: It's your attitude, not your aptitude that determines your altitude."
P.S. Students::: If you come across this list first, please share it with your teacher(s) jeb
===>Take me back to the main 16 languages homepage
With this site you can learn 30 more languages. It is a great link. jeb
  University of Northern Iowa   You can email me with new activities at: bestlanguagesites@gmail.com    |
Hey Donkey, where did the teacher get all this good stuff?
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Here's where it all starts folks
Learning is a creative experience. It requires the student to connect new information or experiences with information previously learned. In general, the curriculum is more structured for the beginning student, and during the course of program, the student earns more freedom and responsibility.
Teachers must learn to juggle daily
holding up four strings with two hands.In order to learn to speak, Ss must first develop their listening comprehension skills. Later of course comes culture. An instructor attempting to teach all four skills plus culture will become frustrated as will his or her students. I liken the four skills (listening, speaking, reading and writing) to four strings on a marionette. The T can only hold up two strings as the other two fall down. Therefore it is necessary to develop and develop well each individual skill and to focus on each using many techniques.
The various activities below are "proven" activities. I have used them frequently and with much success. First of all,THEY ARE FUN. Students enjoy fun activities. When asked what their favorite subject is in school I can assure you that they most often will come up with their favorite teacher as their favorite subject. Keep your focus on having fun in your classroom and in the target language (TL). Provide activities that are fun and that develop good language skills. I always enjoyed trying new activities that got students on their feet and that - kept them guessing - and always in the TL. My philosophy was that anything that I am doing that student can do, let them do it. Asking questions, giving instructions, reading paragraphs, anything.
Enough advice. Now for some activities that "work!" As you work your way through this list, do send back to me your suggestions so that I might add them to this list. They are not in any order. They are listed off the top of my head and from memory that goes back "a few years ago." Just remember to "keep 'em guessing." That's the key to the success of most of these fun activities. The idea came to me via Dr. Elizabeth Joiner of South Carolina. It was her original idea. We all gained a great FL education background at Ohio State with Ed Allen and Gil Jarvis. GO BUCKS!
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1. Guess: Ask the class - Which word did we use yesterday in class and that I use everyday? Write that word behind a sheet of colored paper on the board. Do this BEFORE the Ss enter the classroom. Go around the room or have students raise their hands. I liked to have one S peek at the word and take my place. They would shake a finger from side to side and say "No, no, no, that's not it!" Or Yes, that's it. Now let them do the same in pairs and let them choose the word that is used daily. This will give you a good idea of what is happening in your classroom and what they remember well.
2. Learning Numbers: Ss are to guess the number you are thinking of. Maybe write that number on a piece of paper first. Ss begin guessing. Your turn your thumb UP to increase the number and DOWN for a lower number. Use one to ten to start. Ss soon learn to start with 5 as it is easier and they can guess the number faster. Then go from ONE to TWENTY. Then ONE to FIFTY. Then do months, days of the week anything in sequence. Hide a number behind a colored sheet of paper on the blackboard. Ss must guess the number. Now use a food, a city, a room, a dessert, a store - almost any word. You are only limited by your own creativity. The key is guessing. I liked to teach my classes how to count to FIVE in several different languages. They loved it, especially younger children (FLES).
Working in pairs 
Two by Two
3. Now do colors: what color I am thinking of. Now in pairs. This can be done with anything like clothing, food, rooms in the house, relatives, animals, the list is endless. The important part is that they are speaking the language and guessing. Start describing an animal with all the physical characteristics you can think of. Ss start raising their hands when they think they know what it is. Continue until ALL hands are up.
4. Everybody Up: Now focus on having all your students get on their feet at least once every class period. There are endless means to do this. While they are all standing ask if they prefer chocolate ice-cream over vanilla and if so move toward the windows. If they prefer vanilla move toward the door. Chevrolet or Ford? French fries or hamburger? Coke or Pepsi? Movies or TV? IBM or Apple? Red or Yellow? For students who are more advanced, let them come up with the list as an assignment and let them come to the front of the room with their list. If seated you can have them raise their LEFT hand for one response and their RIGHT hand for the other.
5. Everyone to the blackboard: If there is not enough space, have the rest of the class draw on paper at their desk. Now say something like - Draw a river. Over the river draw a bridge. On the bridge there are three people, a man, two women and a huge dog. The dog has a book in his mouth. The man is fishing. The women are both looking upwards as their is an airplane overhead. The man has a tiny fish on his line. The sun is in the sky and on and on. This can be kept very simple in 1st year and more detailed for more advanced classes. They Ss love to see how and what the others have drawn. Best yet, let a S be the teacher. They first must have a drawing and give the details in the target language. I liked to use an overhead transparency with all the examples and at the end everyone can see your drawing to compare with theirs. Send a transparency home with a couple of students with colored pens and have them dictate to the class their images. FUN!
6. "Drill Em": Ask for a volunteer. You the teacher ask a whole series of simple questions that focus on what they are presently learning. Examples might be the family, yourself, etc. What is your name? They respond in the target language (TL). How old are you? What is your father's name? Do you have a brother or a sister? What is his/her name? Do you have a dog? What is his name? What color is he? Again, keep it simple for 1st year Ss and more challenging for the upper levels. What time is it? What is my name? Do you have a car? Do you drive to school? Etc., etc. etc. Later let the Ss in the classroom do the questioning. I always had a tall stool front and center that the S sat on to be questioned.
7. It's in MY head: I am thinking of a large city in (name the country of your language). What is it? Guess! A river. A mountain range. A province. A monument. Etc.
8. Keep 'Em Talking: This is one of my favorite speaking activities for Ss. Here each S is challenged to speak the TL for 30 seconds without stopping. They can not use numbers sequences, the alphabet, etc. and they can say anything they want just as long as it is in the TL. Now pair up. Have a S look at the clock (or their watch) and let the other S know when 30 seconds are up. Teach: GO and STOP in the TL and have the Ss use both. Now speak the TL for one full minute. Now the ultimate, no limit. You should have a stopwatch for this one. See the track coach and borrow one or ask a S to bring one to class. I once had a 1st year student (late in the year) talk for 20 minutes without stopping. If a S hesitates for more than 5 seconds, he/she is DONE. He described everything and everyone he could think of and all in the TL, in this case French. He described everyone he ever met, everything he every saw, what he ate this AM, what foods he liked, naming each teaching in all his courses, in short, everything he could think of! Great job he did! It challenged all the other Ss to see what they could do as well.
9. Listen very carefully: Start spelling an easy word: The first S who knows the word raises their hand. Don't be the judge. Let a volunteer student be your judge. Now let a S spell a word in your place in front of the class. The class guesses. Now pair up and do the same. They can use their books if they need to.
Last night 
and tomorrow
11. The Alibi: This one is for the more advanced class: A crime was committed last night. Two Ss s need an alibi - where they were, what time it was, what they did, what they were wearing, who they saw etc. They go out in the hallway and may up their alibi. One S comes back, sits on the stool and the class asks 20 questions in the TL and NO MORE. Ask a S to keep track of the Qs. Where did you go? Who did you go with? What time was it? What were you wearing? Who did you see there? Who drove? What kind of car? What color was the car? What was the name of the movie? Etc. Etc. S1 goes back out into the hallway and sits. Now S2 comes in, sits on the same stool and the class asks the same questions. Ss raise their hands to ask a Q and the S simply nods their head to that S. At the end both Ss sit in the hall as the class decides whether they are guilty or not guilty (by a raising of hands). Teach each of those phrases in the TL. Good use of the past tenses too. Some Ss can really get good at alibis with lots of details in a short time. Give them only a specified time like three or four minutes for preparing their alibi.
12.Time for skits: Skits are FUN!. They let the Ss be creative. They can be done in pairs or in small groups. Set the scene. This must be done or there can be chaos. DO NOT say make up a skit. Be specific on content. For instance, you are to decide where you want to go tonight and at what time. What you are going to wear. Who you want to invite, etc. You may also invite creativity and ask small groups (3-4) Ss to go out in the hallway and prepare their skit there or scatter around the room. Each skit is to use words that are being presently learning in class. You must always set the scene first.
13. Yes Mom, Yes Dad: A S is the father or the mother. The other S is the son/daughter. The parent is asking questions about last night? Where were you? What did you do? What time? Etc.
14. Who is studying what?: the name of one of the courses their partner is studying. Keep changing the name of the course. Now put a S on the stool and the whole class guesses. Guess which one is his/her favorite course.
15. Gestures: Teach gestures in the country where the language is spoken. Have a volunteer S sit on the stool as another S gives the phrase or word for a particular gesture. The S on the stool gives the gesture. I'm hungry (rubs his/her belly). I don't know? (shrugs shoulders w/hands in the air) I don't understand. (shakes finger). I am bored. I can't believe it. I am thirsty. Etc.
16. Family names: A S goes through his/her entire family giving their names. My dad's name is. My brother's name is. My uncle's name is. My grandfather's name is. etc. Then the class asks. what's you uncle's name? what's your sister's name? Etc. Then he/she asks the class, what's the name of my mother / father / grandfather. Ss have to pay attention here to respond.
17. Let's sing some good songs: My students probably knew at least twenty songs in the TL after four years. Teach songs and sing often. Find the music online. Teach the national anthem. Singing is fun. Songs that have actions are even more fun.
18. Food: Many schools do not allow Ts to prepare food or eat in the classroom. Mine did and we ate various kinds of native foods and often. I had two crepe-makers ready to go. I would give a Ss the recipe the day before as the batter has to sit in a refrigerator overnight or it is not good. We also had Salade Niçoise. Ss were asked to bring the ingredients. Inevitably someone would forget the lettuce or the tomatoes or something else. That's why a small refrigerator in your office comes in handy for those items that you have to have to make the dish work. Taking a crepe down to the principal's office also kept him very happy, especially with chocolate sauce on top. You can use a wide variety of toppings with pie fillings working best. Often Ss would volunteer to bring in some dish that was made a home that was a native dish that most often mom prepared for us. Ask Ss to bring in paper plates and plastic forks. Keep extras in your classroom.
BINGO! I won! 
Great for review and practice.
19. Let's play BINGO: Play BINGO in class as it is a great means to hone in on numbers. Put a student at the blackboard and have him/her write down the number after you say it aloud twice. Only twice. Later Ss review all those numbers on the board. Now have Ss subtract one number from what they see, then add one, then add five, subtract ten, etc. Goes on and on. Teach the expression I WON in the TL.
20. Commands: Be sure to teach all the necessary commands and responses early on in the beginner class. My goal was to always have my Level I classes all in the TL by Christmas. I always managed to do so my Thanksgiving. Repeat! I don't understand! Again please! Very good! And of course = How do you say and What does that mean in the TL?
21. Common Greetings: Teach all the common greetings early on. Hello. Good-bye. See you tomorrow. See you later. Good evening, Good afternoon, How are you? I am fine. I am tired. I am sick. Where is? Where are? There is and There is. I am hungry and many others that they will want to know and need to know to become fluent.
22. Simon Says: Simon Says is great for body parts: Play the game Simon Says Touch your ... . The Ss respond simply by touching that part of the body. When you say Touch your (body part) without Simon Says, they are out/done/through. Have a S be the judge on this, not you. You will find that all the other Ss will also be the judge and will take note. Now have a S do it instead of you in front of the class. They pair up and do the same thing. Pairs work great for just about everything. Do this standing. They sit far too long anyway. Do as much as you can as Ss stand.
23. Games and Game Sites on the Web: There are many game sites on my language websites @
http://www.uni.edu/becker Encourage your Ss to use this FL site for practice at home. There are many very creative and neat game sites and many with sound, especially the French site as I used a Smartboard daily with these fun activities.
25. Fruits and Vegetables: Teaching fruits and vegetable: Mention a fruit. Go around the room. Ss are to say."I like .." or "I don't like ..." Now let a S be the T in front of the classroom. Then let the other Ss name fruits and vegetable at a volunteer on the stool. They have to respond in kind. In a circle: S1 today I am going to eat an apple. S2 Today I am going to eat and apple and a pear. S3 Today I am going to eat an apple, a pear and a banana. See how far you can go around the room. This can be done in rows but by now you know how much I enjoy the class in a circle.
26. I like or I don't like: You can do the same with sports, drinks, major league teams and only your creativity will limit you on the topics.
27. The four cardinal points: Teach directions: Simply point in that direction and the Ss respond with the answer. Now do it in pairs.
28. Clothing: A S draws a clothing item on the board. The class responds with the answer. Now the Ss tell the S at the board what to draw. Draw a ---- .
29. Let's learn the weather: The same as above. I like to do it simply with gestures. Cover you ears and it's cold outside. I wipe off sweat and "it's hot" etc. Make a snowball. Raise an umbrella.
30. What was that animal?: After you teach animals a S makes the sound of an animal. The class responds. A S draws a picture of animal on the board. The class responds. The S acts like this animal. The class responds. This is often pretty funny as not everyone is an actor. Now try doing this with just motions. The S "draws" a cat with his/her hand. A cow (like they are milking), riding a horse, making the sound of a pig, having a long trunk, etc. FUN FUN!
Variation #1: My kids love to play this game. I must admit that it worked even better when I was single because my maiden name was McDonald. I call this "Old McDonald's Farm". I tape a piece of paper to each desk that has an animal written in English on it. When we are ready to begin the review, I ask the students to look at their papers but not to share the information with others. Some students have the same animal. When I, Old McDonald, call out the animal in French, all of the students who are that animal must make the sound. We exchange papers and keep playing as long as we need to review. At the end of the game I ask to hear from all animals at the same time and Old McDonald's farm really comes to life. I hope you can use this and that your students will enjoy it as much as mine.
Thanks to: Debra Welch, Hephzibah High School, Hephzibah, Georgia.
31. Telling Time: Hopefully you have a small clock for telling time. If not make one out of paper, better yet ask a S to make one for you. You can get a lot of mileage out of a clock. You say the time and a S turns the dial to the correct time. Then that S changes the clock and asks another S to tell what time it is. You set the clock and hold it so that the Ss can not see it. Ss guess the time. Point your finger up for less and down for more. Ask often during class - What time is it now?
32.So what do you have on today?: T asks what are you wearing today?: S = Today I am wearing - names all his or her clothing. Now ask students to ask if he or she is wearing a ____. It is a yes or no response. Yes, I am wearing a ---- or no, I'm not wearing a ----. You might also have them touch the clothing and say - This is my --- so that the gender is correct.
33. Questioning: T points to a photo and asks is this a ...?" S responds with, yes, it is a .. or no. it is not a ... . Have posters all around the classroom of the countries your are studying. Write the national tourist association of the country and tell them what you are doing or else just buy a few.
34. Great Guessing Game: Ss are to act out a scene. The T has a list and shows one to a S who pretends to be -- "Watching TV", "Swimming", "Eating a Big Mac" or "Reading a book." The list is endless. That S chooses another S to play now.
35. National Anthems: Listen to the National Anthem. Teach the words and then have a sing along.
Give me a call. 
Call a friend. What's their number?
36. Telephone Numbers: Have the student give you their phone number in the TL. You write it on the board. Now have that student come to the board who asks another S for their number and writes it on the board. Etc. Now you give some numbers between one and a hundred. Volunteers (3 o 4) at the board. Everyone writes it down on a piece of paper at their desk. Compare answers. Give a number and they must subtract ten, five, one or add the same to that number. Encourage your students to call each and to speak in the TL.
37. Classroom objects: Walk around the classroom touching or point and asking - "What is this?" or "Where is the ---?" You might just say the word and ask for S to rise and touch it and say. Here is the ---.
38. Maps: Hopefully you have a nice map of the country in your classroom. If not draw one on the board. Show where the major cities are located (write them in) along with rivers, mountains and surrounding countries. Now ask Ss to do it at their desks and erase the map. Ask what language is spoken in the bordering country/countries. Give an assignment that requires Ss to bring to class a nice map of a country. Post them all on the wall with Ss names. Have your Ss draw a map at home and label the cities, mountains, rivers, etc. Use color. Post them all on the bulletin board. Be sure names (in the TL) are on each. Maybe even put them up in the hallway outside the door of your classroom so that other Ss in the building can see them and see that you are having FUN!
Repeat after me...
40. High frequency vocabulary: Find the high frequency list of the most used words in the TL you teach. I suggest that you print out a list for each S of maybe 50 of them. In a circle you say a word in the TL or a phrase. You point to a S who repeats that word or phrase. Now that S points to another or says the name of a S who repeats it. Do this maybe five or six times only. Listen for errors that you can correct later.
41. The Box: You have a pencil. You tell the student to put the pencil -- in the box, behind the box, in front of the box, near the box, far from the box, on the box. Now ask, where is the pencil. mix it up. Response. It is IN the box, On the box, Next to the box, etc. You place an item in a box. The class must guess its attribute --- is it yellow? It is hard? Is it something to wear? Is it something to eat? Can you write with it? Etc. This has to be for upper level Ss but works very well. Now let a S be the T and respond to the questions.
42. The Conditional Tense: Ss are to tell you something they would like to to. i.e. I would like (use a verb to start), then a noun. Do not ask WHY? That is not a good a question until later years for a good response.
43. To the store: S #1 - I went to the store. I bought an apple. S2 I went to the store. I bought an apple and an orange. S3 I went to the store. I bought an apple, an orange and a potato. Go on and one until it runs out. You can use this activity with many many nouns and verbs. Tomorrow I would like to swim. Tomorrow I would like to swim and dance. Add more and more verbs. This can be done in pairs as well. See who can come up with the longest sentence.
44. Tomorrow and the Future tense: For use of the future tense. S1: Tomorrow I am going to go to school. S2: Tomorrow I am going to go to school and eat in the cafeteria. S3. etc. Add ons. Maybe just ask Ss to tell three things they are going to do tonight / tomorrow / next week / next year etc.
45. Describe yourself: Ss are to tell their age, where you live, the classes they are studying, what they like to do, what they like to eat, where they like to go and lots of other things.
46. Tell me what you are not: Ss are to tell five things they are not. i.e. I am not Spanish. I am not tired. I am not tall. I am not sick. I am not studying Polish -- add more.
47. I don't like: Tell me three things you don't like. S = I don't like spinach. I don't like to study chemistry. I don't like to watch boxing matches. I don't like bad weather. I don't like snow. I don't like to swim in cold water. The possibilities are endless and there are no right answers.
48. Weather expressions: T = What weather expression am I thinking of? They guess until they get the right one. Now act out that weather expression. Hold up an umbrella. Make a snowball and throw it. Pretend that you are freezing. Now you are sweating and wiping your forehead. Etc.
49. More guessing: You can use the above guessing technique with literally dozens of categories. What color? What food? What building? What country? What language? What room in the house? Etc. Again, do it in pairs. They love being left alone to work by themselves having fun in the TL. It us usually the same Ss who work together all the time. Do mix it up. Have them choose a different partner.
50. When I was young: Good use of the imperfect and conditional verb tenses. When I was young I used to .. I would ... My family and I used to .. Have Ss ask each other - When you were young did you ---? or as a T have them raise their hands when you ask --- When you were young did you celebrate Christmas at a relative's house? Did your family go on a vacation together? Did you ever ride a horse? Did you not like to eat spinach? Did you like school? Etc. Etc.
101. Hats - Wearing a different hat as an occupation is fun. Collect a whole bunch of old hats and keep them in the classroom. They can be used for all kinds of skits or simply role playing. Students love to wear hats that transform them into a baker, a fireman, a Frenchman with a beret, a king, a Mexican with a large sombrero and others. Ask Ss to donate old hats and keep them close by in a large box for easy access. I also used to make false mustaches that could be attached to the nose or simply taped onto the upper lip. Collect old wigs. These change characters very quickly. Group Ss into threes. Give each a hat and let them come up with a skit that they present in front of the class in the TL. Let them practice just outside the classroom door in the hallway for about 3-4 minutes then it's "showtime." FUN.
Variation #1: Its Christmas time. One S is Santa with a nice hat on his/her head. A S sits next to Santa and tells they want for Christmas. Santa asks questions.
Variation #2: Ss make a long list of gifts in the TL that many children want for Christmas. Use a dictionary if necessary. Place this list on your bulletin board in the classroom and/or in the hallway outside your door.
102. In Strips - Type a series of commands on a sheet of typing paper (a dozen or so). Cut each into a strip. Have Ss pick one out of your hand. Commands such as: Turn off the lights. Open the window. Say Hello to Mr. Becker. Shake Mr. Becker's hand. Give (name a S) your book. Count backwards from 10. Open your mouth. Touch your nose. Sing Frére Jacques. Etc. Make them fun. Ss are NOT to read them, just DO THEM. You can do one at a time or go around the room. Now mix them up again and do it again with different Ss. FUN.
106. Puppets in the Classroom: Hang up a sheet at the front of the classroom and cut a rectangular hole out the center so that you have a stage setting. Ss bring puppets to the classroom and role play. You can even use dialogues directly from your text and make them come alive. If you have to you can have two Ss hold up the sheet while the presentation is taking place. Ss often have puppets that their little brother and sisters play with at home.
Variation #1: Now ask what the S did (note the past tense now) to the entire class and / or what you say in order to do this command (what was written on the strip).
103. Play Ball - Use a soft ball of some type that can easily be tossed around the room either in a circle or in rows. Ss toss the ball to another S after answering a question. You can use this for any sequential ordering like numbers, days of the week, months, etc. or simply naming another vocabulary word. For instance parts of the body, a verb, fruits, vegetables, types of store - almost anything. You are only limited by your OWN CREATIVITY on this one. FUN.
Variation #1: Instead of tossing the ball gently to another S, simply pass it on to the next S who must respond. If they can not, they say, I don't know in the TL and pass/toss it on. Then count to 100 by passing the ball rapidly around the room. For advanced classes, count backwards from 100. That's pretty tough but it can be done albeit slowly.
Variation #2: Ss close their eyes. No cheating please. Bounce a basketball or hard ball in front of the class. Ss must tell you how many times you bounced it counting by five, then by tens, then by twenties, then by hundreds all in the TL.
104. Read aloud to your Ss.Find familiar stories in the TL and read slowly. Ss may miss some words, but ask them to listen for the "gist" of the story. Familiar stores like Little Red Riding Hood, The Three Pigs, Cinderella, etc. If you can not find any of these, write your own version and read your story to the class. Do this often and on all levels. Ss need to hear the spoken language and in normal sentences and at normal speed plus they know the story already and it will be easier to follow as you read. Periodically stop. Ask a question about something you just read, then continue on. It is fun to use an original children's book in English and now you simply tell that same story in the TL. Show the pictures are you read to the class. The pictures will help tell the story and make for better oral comprehension.
Variation #1: Now have your Ss make up their own story complete with colored pictures they have drawn themselves (No clipping from magazines!). They write the story in the TL then pass their stories around the classroom letting everyone read what they have written. Make little booklets with the stories and staple them together. Hang them on the bulletin board outside the classroom for everyone to see. Have a nice cover with a color illustration and their name on the cover. FUN.
Variation #2: In your more advanced classes let the Ss take your place reading a well-known story in your language and then turning the story into the TL. Be sure to find a book with pictures that will help clarify meaning. FUN.
105. Which is true and which is not? In the TL make statements like -- The Capital of California is LA. Ss say FALSE in the TL. A cow is larger than an elephant. FALSE. The colors of the American flag are red, white and blue. TRUE. Chicago is larger than Pinkyville, Ohio. Pigs can climb trees. Snow is black. The principal's name is Mr. - . Birds can not fly. Fish like to swim. You buy meat in a bakery. On and on and on. When they are capable, assign Ss to bring in their own lists and they take your place on the stool. I liked to use True-False statements about our own city. The name of the cinema is --, Our post-office is found on --- street, We have three gas stations in our town, etc. This make the language come alive. Fun. Fun.
Variation #1: If nothing else draw two eyes and a mouth on thumbs and have the Ss wiggle them as they talk. You can also use paper bags that the Ss have made faces on or a nice old sock. Paste eyes on the sock. Let Ss make their own puppets and bring them to class. Wiggling the thumb can work well right in your classroom as Ss have a conversation using their thumbs to talk. Some Ss put little hats on their thumbs or decorate a female with a necklace, eyelashes and so forth. Have Ss pair up and "talk" using their thumbs. All great FUN!
107. Whatzin The Bag? - Place a whole bunch of plastic toy figures into a paper grocery bag. Looking down into the bag and describe one of them giving all the characteristics you can think of and ask the SS to raise their hand when they think they know what it is. Come up with some number say FIVE and when five hands are up, ask one of the Ss what you described. If it correct pull it out of the bag and show it to the class. It can be a toy car, a horse, an banana, a basketball - anything. Ask a Ss to bring a bunch of them to class if they have a little brother or sister who has a great collection. Be sure to return them all later. For more advanced classes, have a S take your place in describing the item. FUN.
Variation #1: Come in tomorrow with one of those plastic toys in your pocket. Let the class guess which one it is. Let a S choose one secretly, put it in a pocket and let the class guess what it is.
Variation #2: Now blindfold a S and hand them one of these plastic toys. They must identify it by touch. If they can not, the class gives hints in the TL.
If you have not already discovered this very useful translator site, you and your students will find it very helpful.
This is one of my favorite sites that I used last summer with middle school students and the Smartboard.
If you liked the one above, try this one as well. jeb
Younger Ss like these types of links.
All the lessons on this website are free, according to your native language, you can click on the link you want to learn French, Spanish or Portuguese.
Learn words, phrases and expressions in 40 Languages for FREE ::SurfaceLanguages contains thousands of words, phrases and expressions covering a wide variety of situations in many different foreign languages.This is one super, great, wonderful, tremendous, particularly excellent, divine, fabulous, fantastic, fantastical, glorious, sensational, splendid, superb, terrific, wonderful, dandy, dreamy, great, ripping, swell, tremendous, cool, groovy, hot, keen, neat, nifty, amazing, astonishing, incredible, marvelous, miraculous, phenomenal, prodigious, stupendous, unbelievable, wondrous, outstanding, impressive, indelible, awesome, spectacular, astounding, astonishing, confounding, breathtaking, extraordinary, dazzling, eye-opening, miraculous, mind-boggling, prodigious, supercharged SITE. Don't just sit there. Try it out and your will see for yourself. Pretty cool huh? Have fun hearing and repeating common words and phrases in a whole bunch of different languages. Use these with your students. Teach them how to count to five in Japanese, Italian, German, Russian, French, Spanish, Portuguese and dozens more.
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We love learning another language in our classroom.
- Why should I learn another language?
Lots of good reasons right here.
Semester exams. I just might be sick. Ugh!
- Why should I learn another language?
51. Look over there Mom: A S is with their mother. They see an animal. They shout out. Look mom, there's a white rabbit! or a red cow or a brown horse or a grey elephant. Go around the room and have each S give an animal with a color. Yes, they may repeat. Teach the animals first and lots of them. Maybe even write a list on the board. Now have several Ss come to the board and draw the animal you say. This is fun as some Ss draw in weird ways. A good laugh is part of enjoying learning the language. Now let's go to the Zoo and do the same exercise. Now Ss are to draw a food item / a dessert / a means of transportation / an item of clothing - in short, anything that can be put into a list.
52. Downtown: A S is in town. He or she is going to several stores in a row. Do this in a circle around the room. Do form circles occasionally to break up the routine of rows in your classroom. You start off by saying. S#1 - I am going downtown. I am going to visit the butcher shop. S2 says. I'm going downtown too. I am going to visit the butcher shop and the bakery. Continue on while adding more stores until a S can no longer come up with the long list. Stop here and have the entire class in unison repeat the list where it stopped. Fun.
53. Hide and Seek: Occasionally put three words on behind colored sheets of paper attached to board. Place a question mark over the top of each one. Have a S come up and peak behind the sheet with a word on it then give a hint such as -- It's an animal. Ss raise their hands and S1 responds with. No, it's not a ..(cat). etc. until someone guesses it. Then that S who guesses correctly comes to the board and does the same thing with sheet No 2. You can use unlimited categories such as verbs, colors, months, clothing, fruit, vegetable. anything. Fun. Tomorrow let a S choose the words behind the sheet and everyone. Include yourself in the guessing. Guess with them. They like that. The fact that T does not know either.
54. The Big House: Draw a large house on the blackboard. Label all the rooms. Include a garage and an attic. You can do this with an overhead transparency at home as well. Ask - Where is your father. S1 - My father is in the garage or My father is in the kitchen or My father is in the living room. You might want to whisper the correct answer into the ear of a S who becomes the judge. She/he can respond instead of you with. No, he is not in the garage, kitchen, living room.etc. Or yes, he is in the -. Now do grandma and an uncle and a sister or your dog, etc. You can even teach my step-brother of sister or step-father or mother as we see a lot of that today. This can be done with all kinds of categories like stores in town, cities in the country of the TL you teach, etc. Fun.
My mother's name is ---
55. My family: Students should be able to tell you the names of all their relatives. My father's name is .. My mother's name is . My brother's name is, etc. This should be done in front of the class. Now put a S on the stool. The class asks, What's your father's name? What is the name of your grandmother? Etc. Then that S selects someone to take their place after Ss raise their hands to be called upon. Fun.
56. Close your eyes now: After Ss know the name of body parts call for a volunteer and again, on the omnipresent stool. The S is to touch a body part and name it WITH EYES CLOSED. Here is my head. Here are my ears. Here is my nose. etc. Then Ss ask S1 (with eyes closed yet), where are your feet? S = Here are my feet (with eyes closed). Where are your arms? Here are my arms. Etc. Good use of possessive adjectives too.
57. Drawing challenge: Call for volunteers (3 or 4) to the board. They are to draw body parts. T = draw two arms. Draw two feet. Draw two ears. Draw three mouths. Draw four eyes. Draw a small head. Draw a finger. Draw six fingers. Etc. You may have Ss at their desks to the same or just enjoy watching the others do their drawings which will always come out funny. Fun.
58.Let's learn some more verbs: I always told me Ss that the verbs are the skeleton of the language and the vocabulary the skin. You have to have a strong group of bones to hold up the skin. Work on those verbs. Have a list of the most used verbs in your language from GOOGLE. Work with your Ss to expand that list daily. New verb of the day works. Maybe a small slot board poster with the new verbs. Don't erase the one from yesterday. Add to the list and be sure to use them. Use only "useful" verbs. I alway said that I did not care if my students knew the word for "dust" until the seventeenth year. It is also important to have a list of the most used vocabulary words in the TL. Again work daily with your Ss to master and expand this list available online. Verbs are NO GOOD unless you can use them. Go to the new list daily and be sure that Ss know the meaning and how to use that verb. Now call for Ss to raise their hand and use that verb correctly in a sentence. Not just I swim --- But I swim everyday in a swimming pool. Not I brush my teeth -- But I brush my teeth everyday in the bathroom. Try always to have Ss expand the sentences they say by adding words. Encourage them. Give praise when they add words. Make suggestions.
59. Keep "Em Guessing: Ask Ss, in what month is "My Birthday?" (Yes, your own!) They guess. Now in what month is my wife's/husband's/friend's birthday. Now, S1 asks the class "In what month is my birthday?" Suggest that they point with their finger upward for a month closer to January and downward for December. It speeds things up. You can go around the room (in circles remember?) Now do it in pairs. Circles work great as all the Ss can see each other otherwise they only see the back of heads of Ss in front of them. Teach them in the TL, Let's form a circle today. Let's put the chair back in rows in the TL.
Time to learn to count folks.
60. The House Furnishings: Give a transparency to one of your Ss who likes to draw. Ask that a whole bunch of furniture be on that transparency. Have your Ss name all the pieces of the furnishings. Another transparency with a home fully furnished. Now ask. Where is the sofa? The sofa is in the living room. T = Where is the bed? S = The bed is in the bedroom. Now let a S be the T. Where is the ? and Ss raise their hands to answer. Now ask 3-4 student volunteers to go to the board. Draw a chair. Draw a lamp. Draw a fireplace. etc.
62. Mime: Mime is fun. T asks. What am I doing? Ss.. You are playing piano. You are washing your face. You are eating. You are brushing your teeth. You are waking up. Dozen and dozens of possibilities. Now in pairs. This is good for reflexive verbs. I'm am getting up. I am going to bed. I'm brushing my teeth. I am combing my hair. I am playing a sax. I am watching TV. The list is endless. I like endless lists!
63. I just love to --: Ask Ss what they love to do. I love to ... I love to .. Go around the room. Now ask Ss what a particular student likes to do. Now ask the class --- What does Sam like to do? What does Sally like to do? What does --- etc.? Answers in unison.
64. I don't like to --: Same as above. but this time I don't like to ... Go around the room. Now do the same as above. Ask the class what a certain student does not like to do. Now just like one above do the same questioning. What does Jim not like to do? What does Julie not like to do? Etc. Then in pairs. See if Ss can remember what their classmates do not like to do? Have a S be the T now and that S asks the class --- What does Julie not like to do? Etc.
65. Only three letters: Ss are to write as many words that have only three letters as they can in one minute. Now count them. Who won? Have that S write those words on the board. Now go for four. Five. Maybe even only TWO.
66. Chop Em Up: Choose a very long word in the TL. Challenge Ss to make a many words they they know from the letters in that word. Set a reasonable time limit. Declare a winner. Let that student go out the door FIRST today. That's the reward.
67. Add a word: Choose two teams that line up behind each other at the board. You have written the same word horizontally on the board for each team. The challenge is to add another word to the list as you would in SCRABBLE. The S ahead hands the chalk back to the S behind him/her. No helping with words. Try to have even numbers of Ss. Set a time or else see which team finishes first. Now put up a new word that is fairly long with maybe eight of ten letters. Now for tomorrow the challenge is to see how many words you can come up with with this WORD. They are to go home and make a SCRABBLE. list of as many words as they can using the letters you provide. You will be surprised, even if they use a dictionary. You can ask them not to or say nothing. Just see what happens. There are many board games that you can play in the TL, especially at the more advanced levels. Use them.
68. First names: Now make a list of as many first names of people in the TL. You might even try doing last names if they have seen them already or you write them no the board as Ss say them. Most First Year texts have lists of names. Same circle: S1 gives a name. S2 repeats that name adds one more. S3 continues until a S can not remember all the names. Then have the entire class come up with the list to date. FUN! We like to have fun, remember?
My verb list: Challenge Ss to make a list of all the verbs they know to date at their desks. Five minute limit. Have them number they 1 2 3 etc. so that they will know how many they have made and to save time. Have two or three Ss write their list on the board. Now have other Ss add to the list their verbs that not on that list. Good practice. This works best only for the first two years of the TL.
70. Add a word: Give the students a word such as PENCIL. They then must come up with a new word that starts with the last letter of the word (L). L = letter R = red D = Dog, etc. Set a time limit again and see who has the longest list. Have several Ss put their list on the board for all to see. This becomes very creative. Some Ss do well, other get a little frustrated, but such is life. Now to the same with the First Letter. ex. cat = car c = candy c = corn. etc. You can do this with any word, just don't use X Y or Z.
71. Crossword Puzzles: Have students make up their own crossword puzzles and trade with another S in class. They can do this in English but the words must be in the TL. For late second year and beyond do it all in the TL.
72. Guess Who: Describe another teacher in school. The Ss guess who it is. You describe a S in your classroom The Ss guess who it is. Now have a S do the same.
73. Prepositions: Make a nice long list of the most used prepositions in the TL. Ss are to make short sentences at their desk using each one. Then go around the room and listen to each preposition and how it was used. A simple but highly useful activity.
74. A Smartboard: Do you know what a Smartboard is? If not GOOGLE Smartboard. I used one this summer for an enrichment course for students in grades 5-8. It was wonderful. I could use all my games and instructional activities on each of language websites at http://www.uni.edu/becker. With the touch screen Ss could match up words, move words around and their vocabulary increased in leaps and bounds as it was so easy to repeat activities the next day. Check it out. There are many helpful computer sites that can help Ss hone their skills. I feel that I have a few myself, especially the Best Spanish Websites that has had over 3 million page visits to date. French comes in second, then Chinese. Find good sites that you like and pass them on to your students.
This is well worth checking out. It can be a great addition to any FL classroom.
75. Add a word: Your TL is only as good as your ability to uses verbs and use them correctly. A good solid review is necessary on every level of instruction. By the end of the third year of study Ss should have been introduced to all the major verb uses and be able to use them in sentences and understand them in spoken sentence. Make that as a challenge to yourself as their instructor and continually work to master each verb on each level of instruction.
76. The Verb TO BE: TO BE is always the first verb to be introduced and to master along with TO HAVE. Challenge your beginning Ss to make as many oral sentences that they can using I am. and I have. Go around the class (circle up) making up simple sentences. Ss who hear their classmates use the sentence will often remember it better that you as a T giving it. I am American. I am tall. I am short. I am sick etc. Of course I am hungry and thirsty don't work and they will find that out very soon when they use it incorrectly. I have is almost unlimited. I have a sister. I have a dog. I have a test tomorrow. I have. Now use it in the negative for both verbs. This is for level one only. You can use the same verbs in the future, past, imperfect etc. on the upper levels.
77. Family Photos: Ss each bring a family photo to class and tell the class about their family. This can be simply or much more detailed according to a S's fluency. You can have them tell specific things about their mother or father or other members of the family. What they are like, what they like to do, their favorite food items, how they spend their free time and so on. Place five full page photos you have ripped from a magazine and tape them on the black board in a row and number them. Now describe one of them and ask --- Did I describe 1? 2? 3? 4? or 5? Ss raise their hands accordingly.
78. Build a Face: You draw an outline of a head on the board. Call for a volunteer. That S then is told by other Ss in the TL to draw the eyes. Then the ears. Then the hair, a nose, a chin, eyebrows and so forth. Then a body is gradually added. Arms, legs, fingers, etc. Great means to review the body parts. Play Simon Says again (see above). Have Ss bring a body part that they have drawn, colored and only one part. Now see if a full body can be taped on the board using only then parts Ss bring to class. Ask that the parts be six inches long or wide. Have a S tape up their part to the body.
79. Whatz happening?: Each S brings a large photo from a magazine to class and describe the photo to the class. The class then asks questions about the photo. Remember that each time a S is in front of the class and questions are being asked of that S that they be seated on a large stool.
80. Opposites: When Ss are capable have them write a long list of opposites such as yes/no up/down dirty/clean inside/outside to enter/to leave to raise/to lower, in front of/behind, white/black, etc. Now pair off. They then ask their partner to give the opposite of a word on their list. Then trade partners.
81. The Weather: T says - I am thinking of a weather term. What is it? Ss guess. Is it raining? Is it cloudy? Is it snowing? Is it hot? Is it cold? Is it windy? etc. They play in pairs. This can be done with just about any vocabulary list. Food, verbs, numbers, colors you name it.
82. Everybody on your feet: Clear out the desks to one side. All students are grouped in the middle of the room. They are asked to make choices. If they like something, did something, saw something last night, do you like ice cream, do you know someone named John, is PE your favorite class, went to a particular city (the list can do on forever). IF they are in agreement or respond positively, they move to the right, if not they move to the left. No one is to be left standing in the middle of the room. Either they did it or they did not. Great way to get the circulation going for an early AM class or after lunch when Ss can be little lethargic.
83. All about Last Night: Last Night: Good review of the past tense. Ss list five things they did last night. Now each shares their list with the class. I ate dinner. I played with our dog. I watched TV. I did my TL homework. I went to bed at 10:00. (almost anything works).
84. When I was little: Good for the imperfect. When I was little I used to - list five things you used to do. Each S shares with the class. Now list five things you were not able to do when you were little.
85. Some day I'd like to --: List five things that you would like to do someday. Someday I'd like to go visit Tokyo. I would like to see Canada. I would like to ride in an airplane. Ss share with the class.
86. Combining the pluperfect with the past conditional: If I had done my homework, I would have gotten an A. If I had answered that last question, I would have known how to respond. If I had not been watching TV, I would have seen the eclipse of the moon. If I had done my chores, dad would have given me some money. Ss write down five sentences for homework for tomorrow. Put up this list and correct it. Hand it back the next day with corrections. Ss say their sentences to the rest of the class the The T gives many examples so that Ss know how to use them correctly.
87. Love letters: Each S writes a love letter to an imaginary boy/girl friend. In the letter tell why you love him/her so much and write about yourself and what you love to do and where you love to go and just why you are a little crazy about him or her. Write at least five things you like. These can be a little "slurpy" as well.
88. Dear Santa: Around Christmas time have students write a letter to Santa. They are to tell what they would like for Christmas and why they deserve these gifts. It is not a bad idea to ask Ss to come up with ten or fifteen lines of the TL in this letter. Otherwise they will quit with just a few. Ask for volunteer Ss to read their letter aloud. IT is also fun to have a S dress up like Santa. Ss come up and sit by Santa and tell him what they want for Christmas. Santa asks them questions back.
89. Reading a Newspaper: This is challenge time for your class. Find an article in a newspaper or magazine in the TL and make copies for the class. Ss are to look up all the new words and translate the article as homework. This needs to be late second year and beyond. This is always a real challenge even though most newspapers are written on a 6th grade level. It is a great way for advanced classes to see how much they can understand reading a TL newspaper. Now an event has happened locally in your city. Ss are to write articles on the event and share with the class.
90. Composition Time: Writing is the last of the four skills to be well developed in TL classes. It is the toughest. Use lots of easy drills to begin and make them more sophisticated as you progress. Never - Never just give an assignment and say - "Tomorrow write something about ---". Give Very Specific Directions. Directions might even be handed out on a short sheet with specifics or written on the board in detail.
91. Reading Aloud: Use reading materials from the textbook, workbook or something you have prepared. Go around the room as each S reads one sentence then the next S continues. This is a great means to note what needs to be worked on for improving reading skills, pronunciation and intonation. Do stress proper intonation.
93. Reaching Professional Status: Join your national association of teachers of the language you teach plus ACTFL. The journals that come with membership are well done and useful for ideas and as a means of "keeping up with the profession."
95. Hit Parade in the TL Country: Today's Ss like popular songs. Find songs of the most popular singers in your TL. You can always do this online. Write the name(s) on the board and keep a list handy. Play maybe three in a row and have Ss select the one they like best.
96. Movies: Movies are tough to follow for HS Ss. Subtitled movies work best. It is a great means for students to see the words that they hear. Try to find movies that have subtitles in English and the TL as well. I like both. English to the TL seem to work best, at least it did for me.
98. Board Games: There are many board games that Ss enjoy playing. Ask your Ss to bring them to class and play games in the TL. Rule Number One: IN THE TL! Monopoly, checkers, scrabble are good examples, but remember in order to play you have to keep the game in the TL. No cheating! FUN.
99. TL Names for each S: By now all your Ss should have names from the country/language you teach. Most often you can match the name like Mary is Marie, John is Johann, Peter might be Pedro, etc. If not give the S a choice of several as there are always a few that have no matching name like Kim, Jason, and Throckmorton.
100. Guessing ages: Ss are to guess your age. Simply point up or down with a finger for higher or lower. Now have them guess the age of your spouse, your mother, your father, the principal in your school (go ask first), the coach, your dog, etc. .
Hey teacher, I know the answer. Let's do that again tomorrow. That was FUN.
A great way to make FL meaningful (for more advanced classes). FUN.
N.B.: I have been out of the classroom for some time now however I can still be creative and enjoy just making up fun games and activities for the FL classroom. I enjoyed creating these once more and hope that they light up your students. Many of these bring back fond memories as my students jumped up and down when while excited playing games or taking part in fun activities. Do aim to make your classroom a fun place. When I ask Ss today what their favorite class is in school, inevitably it is associated with their favorite teacher. It was my intent that you have found this list helpful and that your students will enjoy them as well for a long time as well. Send me additional activities that WORK for you to my email below and I will add them along with your name and school (with your permission of course).
Variation #1: The class enhances the story adding their own thoughts and observations on the article. Place the article on your bulletin board and add to it.
Variation #2: Ss write articles on events that are happening in the school. This can be about a basketball game, a dance, homecoming, an accident on main street, someone in the school won something - anything as long as it is in the TL. Place all these in the hallway outside of your door. Great for attracting attention from the student body. Include photos if possible. Be sure to have your Ss sign their names on the article.
109. Record your Ss voices - Ss enjoy hearing themselves on tape. Record the various skits and role-playing that you do in class and play it back for the entire class to hear.
Variation #1: Encourage your Ss to phone each other and to record their conversations to share with the class all in the TLs FUN.
110. Text Me, Okay? This one should be very easy as it is a natural. Encourage your Ss to send text messages in the TL to each other via their phones.
Variation #1: Encourage your Ss to speak to each other on their cell phones all in the TL. FUN.
111. One, two, three Believe it or not but we actually did exercises in my classroom periodically, especially if the class was a little lethargic that day. In French we sang - Debout chantez le soleil se lève, Debout chantez les oiseaux sont levés. First we touched our toes, hands on the waist, then put our hands over our heads, then back to the waist, etc. Always put the hands back on the waist before doing the next movement. Have fun. You don't speak French? -- make up your own words and your own tune!
Variation #1: Pair up. One S1 has their back away from the board. S2 acts out the sentence to their partner. You can put these all on an overhead so you are prepared ahead of time. Simply uncover the sentence as you progress downward. Have a race. Ss are to jump up from their seats when the guess the right sentence. You will find that they will want to do this again and again. Later use past tense and future tense sentences.
112. Labeling pictures. Ss are to find large one page color magazine pictures that have lots of activity taking place. They are to label in the TL as many vocabulary items as they can. They are to cut small arrows out of white paper and put the word on the label pointing at the vocabulary item. Now post all the pictures on your bulletin board in the hallway. Be sure that the students put their names on each picture. Good PR. FUN.
eg. cat, dog, truck, tree, ground, tire, door, window,
black, white, green, brown, tub, wood - etc.
113. Read my lips. Ss are to read your lips as you say a word without speaking out loud. Start off with just easy words like yes, no, me, you, house, etc. Do it in your native language first then on to the FL. Now let Ss pair up and do the same together. After about ten words, have Ss switch partners. FUN.
114. Play telephone. You whisper a short phrase in the TL into the ear of S1. S1 then whispers that same phrase into the ear of S2. S2 to S3 and around the room in a circle. You will be totally amazed at what happens to your simple phrase by the time it passes around the room. Keep the sentence simply like: I like to eat bananas. OR What time is it? OR Where is the book? FUN.
115. Reading comprehension Compose a long paragraph in the TL with vocabulary that the Ss already know. Just make it up. It might be about your school, your community or even about yourself. Now write a series of questions about that paragraph in your native language. Hand the accompanying questions out to each S. Keep them fairly simple but ones that will absolutely require that the S has understood what the paragraph is all about. Give them an allotted time to complete the answers. Pick them up after you quiz the Ss orally on its content. This will give you an idea of how your Ss are progressing in developing their reading comprehension skills. In more advanced classes use more complex grammar, verb tenses and abstract thought. Now ask the questions again orally about the paragraph.VARIATION: Read a paragraph and ask questions immediately about what you just read. This of course deals with oral comprehension. Have Ss raise their right hand is they understood the question then their left hand of they know the answer (or have them stand if they enjoy that kind of activity if they can answer your question or see who can stand up the quickest).
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Where did all those pretty birds come from?
Coldplay's haunting classic 'The Scientist' is performed by country music legend Willie Nelson for the soundtrack of the short film entitled, "Back to the Start." Enlarge your screen so that all the pigs fit!
Tin Tin Trailer
Le Ballon RougeWhile this is a French movie made way back in 1956, students in every language classroom can enjoy the movie as there is "No French" spoken. 34+ minutes in length.
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Just don't spend too much time on #111 above, okay?
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