Games and warm-ups for modern languages
20 Unusual Words
The BBC Online Magazine features 20 Unusual Words, a collection from readers that reflects the quirks of translation in many languages. It makes a nice starter for a class.
Alibi
Context: Physical description
Aim: To consolidate physical description vocabulary.
What to do: One pupil should be asked to leave the classroom. The rest of the class should decide who committed a crime. The missing pupil should then be asked to return and ask questions in an effort to find out who the perpetrator is. The questions could take the form of the person's hair, eye colour, clothes. It could be extended to their hobbies and number of siblings if appropriate. Agree a number of questions or time in which to guess before starting the game again.
Bain Français
For primary and early secondary classes, you can try a 'bain français' or its equivalent in another language. This is a short, routine practice of words the class already know, e.g. numbers (however few they know so far), alphabet, etc. As they progress, it could be a small number of questions and answers.
The teacher who suggested this game in the MFLE discussion forums likes to develop a routine with the class, such as making it part of the register-taking bit of the lesson. For example, each pupil can answer their name with a word in the foreign language - and try to be different from everyone else. (This works better with a smaller class.) The weather and date are good once the pupils get more advanced! Then it gets written down.
Beat the clock!
Context: Numbers
Aim: To consolidate the use of numbers, to encourage team work.
What to do: Prepare a number card for each pupil. Each card should be halved, the top half bearing a number and the other half a multiplication sum. The top number should be the answer to a sum on another child's card. Here is an example:
64 and 3 x 9
27 and 9 x 5
One pupil begins by reading out their sum in French; the pupil who has the answer on their card then replies in French and then says their sum. The game continues until everyone has used their card, with the child who began the game also finishing with the answer at the top of their card. The idea is to time the class completing the round. In future games they have to try to beat the time set, hence the name of the game, 'Beat the clock' .
This game can be adapted to include any range of numbers and calculations or target language.
Beetle Drive
Context: Parts of the body, Numbers
Aim: To reinforce names for parts of the body and numbers 1 to 6.
What to do: Provide picture of beetle with body parts numbered. The body should be number 6. Children throw the die and draw the part of the beetle's body which corresponds to that number. They cannot begin drawing until a 6 has been thrown first. The first to draw a complete beetle is the winner. This game can be adapted so that the pupils collect pieces of an animal when they throw the die rather than drawing, e.g. different coloured teddies divided into body (number 6) and head, arms and legs for other numbers. The first to make a complete teddy is the winner.
Birthday Chain
Context: Birthdays
Aim: To consolidate vocabulary related to birthdays, i.e. numbers, months, to develop listening and talking.
What to do: Pupils must ask each other the date of their birthdays and respond, e.g. 'Quelle est la date de ton anniversaire?' 'Mon anniversaire, c'est le …' Based on the response, pupils should stand in order of birthdays including date and month.
Bonjour!
Context: Introductions, personal language
Aim: To consolidate the use of introductions and personal language through taking on another role, using 'tu' or 'vous' form. To develop listening and talking.
What to do: Produce a card for each pupil to include vocabulary which has already been taught, e.g. name, age, date of birth, address and telephone number. See below for example.
| Henri/Monique Perez |
| 26 |
| 23/08/80 (age and year can be altered according to age of class) |
| 23 Avenue des Fleurs, Paris |
| 34.59.44.08 |
Pupils must adopt role given on card and conduct conversation in French with other pupils.
Change Places!
Context: Any
Aim: To consolidate taught vocabulary and develop listening skills.
What to do: Pupils are seated on chairs in a circle. One pupil should stand in the middle. He or she gives an instruction that everyone of a certain category should move, e.g. 'Si vous portez du bleu, changez de place.' The pupil in the middle of the circle should attempt to pinch a chair when everyone is moving. The pupil who does not get a chair becomes the next person in the middle of the circle to call the next category. You might want to nominate a magic phrase or word before the game starts so that everyone has to change places when it is said.
Colour by Numbers
Context: Colours, Numbers
Aim: To consolidate colours and numbers.
What to do: Adapt colour by numbers pictures which are commonly produced for early stages pupils to include names of colours and number names in French.
Colour Chase
Context: Colours, Numbers, Shapes, Size
Aim: To consolidate colours, numbers and shapes and encourage team work.
What to do: Cut up different coloured paper into different sized circles, squares, triangles and rectangles, varying the number of each shape. Note this information down. It's a good idea to write 'a' lightly in pencil on the back of each shape to save time and arguments later! Tear up scrap paper of varying colours and add to your box of shapes. Prepare another box identical to this one, but on the back of each shape, write 'b'.
This game works best with a smaller group of pupils. Sort the pupils into two equal teams and number them. The teacher then shouts a number (which refers to one of the pupils in each group), then a shape, number and size for the pupils to race against each other and find from their team's box. All other team members must remain in their seats. The first pupil to locate the required shapes hands them over saying what they have picked up, winning a point for their team. The teacher should remove this from their list of shapes to ensure that future calls involve shapes of a size and colour which are still in the boxes! If you have noted 'a' and 'b' on the back of each shape, then you can tell that that is in fact one of the shapes and not a similar torn piece of paper which some will claim as a shape they need in order to cheat! It also makes it easy to sort the shapes back into the correct boxes to allow the game to be played again in the future. Be warned, the pupils will thoroughly enjoy the competitive nature of this game and they can become very excitable!
Crack the code
Aim: To develop concentration on listening.
You see this in many text books for reading but it also works well as listening. Use numbers to substitute letters [a=1, b=2, c=3, etc.] and the class have to work out the word presented to them in this ‘code’ e.g.: 3,1,8,9,5,18 = cahier.
Print out this crib showing the numbers under the letters, or ask students to count on their fingers.
Dot-to-dot
Context: Numbers
Aim: To link numbers with number names.
What to do: Produce a dot-to-dot which requires the pupils to join the dots in another order. Give the order in words and have the dot-to-dot picture with numbers as usual. Even older children seem to enjoy this activity and it's easily assessed by looking at the picture!
Fruit Bowl
Context: Any
Aim: To consolidate taught vocabulary and develop listening skills.
What to do: Pupils sit in a circle on the floor. A context is chosen, e.g. fruit - orange, banane et pomme. The teacher goes round the circle giving each pupil one of the agreed labels in French. They then call, for example 'pomme' and all the pommes should jump up, leave their space and run clockwise round the outside of the circle and back to sit in their place. The last person to sit down is out of the game. A word is agreed prior to the start of the game where everyone must run, e.g. 'Fruit bowl'. The teacher should occasionally use English to test pupils' alertness and understanding of vocabulary.
Guess Who (version 1)
Context: Physical description
Aim: To consolidate physical description vocabulary and 'il', 'elle'.
What to do: Play the well-known board game 'Guess Who' in French.
Guess Who (version 2)
Context: Physical description
Aim: To consolidate physical description vocabulary and 'il', 'elle'.
What to do: Collect pictures of well-known celebrities. Teacher conceals picture and describes the person. Pupils guess name. The pupils could be asked to find a picture and prepare a description for homework.
I'm Thinking of a Number
Context: Numbers
Aim: to consolidate the use of numbers, to encourage pair work (talking partners).
What to do: Produce four clues which will lead to the same number. These can be in English initially, then later in French. The pairs have to work together and decide upon the rule to use first in order to solve the problem efficiently. As much discussion in French as possible should be encouraged.
Here is an example:
• It's less than 100.
• It divides exactly by 9.
• When I divide by 7, the remainder is 2.
• The Units digit is 1 less than the Tens digit.
Jacques a Dit
Context: Commands, Parts of the Body
Aim: To reinforce commands and names for parts of the body.
What to do: French version of 'Simon Says'. Teacher/leader should give commands; pupils should only copy if the phrase 'Jacques a dit' is also used. If a pupil carries out an action in the absence of the phrase 'Jacques a dit' then they are 'out' or they should perform a forfeit, the instructions of which should be given in French.
Let’s get physical
Aim: To improve concentration by moving around; to help kinaesthetic learners.
Physical games not only waken up pupils who feel sleepy during the lesson but they help kinaesthetic learners to absorb the language.
Start a cold morning with 'Simon says...' to get classes warmed up.
Or you can play 'Statues' - pupils holding the position of a leisure activity without moving or giggling until you say the next one - it shows you instantly who knows what you are talking about.
Letter Chain
Context: Alphabet
Aim: To reinforce letter names and any taught vocabulary. To develop team work.
What to do: Divide pupils into even teams, sitting one behind the other. The teacher decides on a word in French which is known to the pupils. The teacher then traces a letter on the back of the first person sitting at the back of each team. They must then 'pass on' the letter by tracing it on the back of the person in front. This continues down the line until the letter reaches the pupil at the top of the line. They must then write the letter on a piece of paper. The same process is followed until all the letters make it to the top of the line. At this point the team must quickly huddle together and make a word from the letters supplied. The first team to do so is the winner.
Loto
Context: Numbers
Aim: To consolidate numbers.
What to do: Ask the pupils to write down five numbers between 0 and 100 which are in the times tables. Initially the teacher should be the caller. A good way of keeping track of numbers called is to find a 100 number square and cover the numbers with counters as you proceed. The winner is the first pupil to have all their numbers called. They then shout 'Loto!'. The pupil must state the numbers in French for the teacher to check against their 100 number square.
This game can be adapted according to the children's abilities. Initially it is appropriate to have perhaps five numbers between 1 and 20 and the teacher could do addition and subtraction only. Later, addition and subtraction can be joined by multiplication and division. Pupils also tend to love using real paper bingo sheets which can be purchased cheaply. Remember, in this case you need to ensure you use a variety of calculations or simply state the higher numbers so that many of them can be called. The pupils may eventually gain sufficient confidence to be the caller themselves. The teacher should then supervise the caller to ensure the smooth running of the game.
Madame Pasdernidi
Aim: to develop thinking skills and question forms.
This can last for as many periods as you like, but each period the class is allowed to ask five questions about what Madame Pasdernidi likes to do, e.g. what she likes to eat, to play, to learn. They then have to work out the rule for what she likes and doesn't like (she doesn't like anything which contains the letters r or i). If you keep a picture of 'Madame Pasdernidi' on the wall, by the end of a few weeks your pupils will know her really well!
Noughts and Crosses/OXO
Aim: To develop grammar and speaking skills.
Fill a 3 by 3 grid on the board with answers in English (or the target language). Pupils have to give a precise word/phrase/part of verb etc. in the other language to gain that square. Go on, give it a try - you'll soon be hooked and so will the pupils.
Noughts and Crosses/OXO with a twist
Aim: To develop grammar and speaking skills.
Draw a blank grid of 3 by 3 on the board. You have a grid on scrap of paper and you fill it in with nine items, eg nine of the months of the year. Split the class into two teams, eg Rot and Schwarz. A pupil from the Rot team guesses a month in German and if it is one of the ones chosen by the teacher the letter R (Rot) gets written in the appropriate box. Then a pupil from the Schwarz team has a turn.
Of course, the pupils don't know which box their answer will be in, but they are trying get three in a row, stopping the other team doing the same. After a few attempts, even the shyest pupil will usually have a go. Everyone has to listen well, as otherwise they may waste a turn on a word said before.
Odd Man Out
Aim: To concentrate the mind.
For a listening task, read a list of days of the week, clothes, sports, etc, then reread the list, missing out an item. It's good for any age group, and for Higher classes you could try using the different tenses of a verb.
Oui-Non/True-False
Vote with your feet: If you have a large enough room, put OUI and NON or TRUE and FALSE posters at either end, then ask yes/no or true/false questions and class has to move to the correct poster. The last five pupils to arrive, then four, then three, then two, have to sit down each time until you are left with a winner.
Vote with your jotter: Or a variation is to have pupils all write OUI and NON really big in the middle pages of their jotters at the beginning of term. Then you can ask whole-class questions and they hold up the appropriate page. You can see instantly how many have got it.
Vote with your sprint: Another variation is to have two chairs at the front of the class labelled OUI and NON or TRUE and FALSE. The class is split into two teams, and one member of each team has to run and sit on the correct chair.
Pairing or Matching
Aim: To make pupils concentrate on what's on the screen.
You can often find pairing or matching games on websites and CDs, and then play them on an interactive whiteboard if there's one available. To play these, pupils can come out to the board in a continuous line, i.e. row by row or table by table, having an attempt at finding a pair until the game is complete. It makes them concentrate on what's seen on screen, but as they are moving it also means they get a quick walk around the class before you start.
Try this German matching game on Quia's website - or make your own!
Projected pelmanism
Aim: To improve concentration and memory and to allow for a quick walk around the class.
Using an online concentration game, or pelmanism, pupils will come out to the board in a kind of continuous line, row by row or table by table, until the game is complete. This makes them concentrate on what's seen on screen but as they are moving means they get a quick, legitimate walk around class before we start.
Quelle heure est-il, Monsieur le Loup?
Context: Time, Numbers
Aim: To reinforce telling the time (o'clock only) and number names 1-12.
What to do: Pupils line up at one end of the school hall or playground. Choose one child to be le Loup and get them to stand at one end away from the rest of the class. The class should call out 'Quelle heure est-il, Monsieur le Loup?' and the wolf answers 'Il est ... heures.' The class should then take the appropriate number of steps, counting aloud in French as they move. If the wolf calls out, 'C'est déjeuner' or 'Il est midi', the class should run back to the starting line and the wolf turns around and chases after them. Any pupil who is caught by the wolf becomes the next wolf. If the wolf does not call 'déjeuner' or 'midi' before the rest of the class reach him or her, then a new wolf is chosen.
Quelle tempête!
Context: Weather
Aim: to consolidate weather vocabulary.
What to do: Produce cards, some of which have pictures of weather, others having words, e.g. 'Il fait du vent.' Make sure you have sets of pictures that match words. Hand the cards out randomly. Get pupils to sit in a circle with one pupil in the middle. The pupil in the middle should not be given a card. He or she begins by saying a weather phrase, e.g. 'Il pleut.' All pupils who have this phrase or picture on their card must stand up and run into another space in the circle. The pupil left without a space must go into the middle and must hand their card to the person who pinched their place. The pupil in the middle calls the next weather phrase. The game carries on indefinitely and at no point should anyone sit out; the person without a place always becomes the person in the middle to call the next weather phrase. They may call 'Quelle tempête!', which means everyone must run to swap places.
NB. This game works best when children have chairs to sit on so that spaces can always be clearly seen and disputes do not arise! However, brief the class on safety before you begin!
Read my lips
Aim: To develop concentration on listening.
Mouth a sentence without saying the sounds. The pupils have to guess what you're 'saying'. Good to get pupils thinking about the shape of the mouth to pronounce things correctly.
Spelling Action
Context: Alphabet, Spelling, Commands, Classroom objects
Aim: To reinforce letter names and commands.
What to do: In French, spell the names of classroom objects for the pupils to guess. Initially, you can spell, in French, English names for objects, progressing to French words for classroom objects when covered. In French, spell the name of a pupil in the class for everyone to guess. This child is then given a physical command in French which they must respond to, e.g. 'Sautez cinq fois', 'Apportez-moi un objet qui commence par...'
Dismiss the class according to the initial of their Christian name, e.g. 'Si vous avez un nom qui commence par..., range-toi a la porte.'
Starters for Ten on the board
Aim: To settle the class and avoid the need for paper.
The instructions for a simple task can be written on the board or overhead projector before the class comes in. Examples include:
1 -Make the longest list of:
- words which contain the sound 'eu'
- things you would take to a desert island
- fruits which are not green
2 - A simple logic puzzle.
3 - A picture about which pupils are to say five things (this can be used with all year groups with different answers).
4 - A break-the-code activity (see Crack the Code game).
The Number Alphabet
Aim: to develop listening and thinking.
You see this game in many textbooks for reading, but it also works well as a listening exercise. Use numbers to substitute for letters (a=1, b=2, c=3, etc.) and the class have to work out the word. For example, 3-1-8-9-5-18 = cahier. You can keep a crib for yourself with the letters under the numbers to make it easy to think of words.
The Rucksack Game
Context: Classroom objects.
Aim: To reinforce names for objects the pupils might take to school.
What to do: Fill a rucksack with objects the pupils might take to school, e.g. pencil, pen, ruler, rubber, PE kit, snack, books, etc. Try to make sure there is an object for each pupil. Sit the pupils in a circle. First pupil starts the game by saying, 'Je vais a l'école et je mets dans mon sac a dos un/une ...' - they put their hand in the rucksack, pull out an object, name it and place it in front of them. The rucksack is passed to the next pupil, who should start the sentence, name the object chosen by the first pupil and then add their own.
The game continues round the circle with every pupil relating the list so far and adding their own object. Ensure less able children sit near the beginning of the chain. You could also have object labels in the middle of the circle to match to the objects and aid recognition. At the end of the game, the bag can be repacked by the teacher asking for specific objects in a random order. This game can be adapted to cover clothes, e.g. packing for going on holiday, 'Je pars en vacances et je porte un/une...'
Tirez!
Context: Numbers
Aim: To consolidate number names within any range.
What to do: Pupils should sit in a circle with an object such as a small beanbag or ball placed in the middle. The teacher should number pupils consecutively. All the odd numbers form one team and all the evens another team for the purpose of winning points. The teacher shouts two numbers (one odd and one even) in quick succession followed by the word ‘Tirez!’ The pupil whose number is shouted out first should jump up, leave the circle via their space and run in a clockwise direction round the outside of the circle and re-enter the circle via their space, aiming to grab the object in the middle. Meanwhile, the pupil whose number was shouted out second should do the same but running in an anti-clockwise direction. The pupil to pick up the object in the middle first, wins a point for their team. Encourage the group to keep the score after each round. It is a good idea for the teacher to keep a note of the numbers called to ensure everyone in the group gets a turn. As the pupils gain confidence, you could nominate one of them as the caller. Pupils love the competitive nature of this game!
Trouvez le chiffre!
Context: Numbers
Aim: To increase number recognition within any range.
What to do: Prepare a card bearing each number and stick in various places around the room in random order. The teacher starts the game by drawing attention to these numbers, 'Regardez les chiffres!', then asks a pupil to 'Trouvez le chiffre …' The pupil must find the card marked with that number and take it back to their place. Continue until all the cards have been collected. Finally, ask all pupils to slowly count while pupils with number cards come to the front of the class and display the cards in order. As the pupils become more confident, a nominated pupil could lead the game and ask for number cards to be collected.
TV games
Aim: To develop vocabulary.
Almost any TV quiz show can be adapted to use in the classroom. You will tire of a daily game of Blockbusters™ long before they do if that is the one which catches their imagination... A vocabulary test by any other name?
Typewriter/Keyboard
Aim: to improve awareness of spelling.
Issue each pupil with a card of one letter of the alphabet, including separate cards for accented letters. With any luck, this will come to over 30, so most can take part. Call out a series of words which the class has to 'spell' out by bobbing up and calling out their letter. This can be good fun, especially if you include some double consonant words. The pupils are soon all looking round for the next letter! Once you have made the cards, you can use them over and over again.
This Word document should have all the letters you need for most languages - add more if needed.
Word file: Characters for British and foreign alphabets - 24KB
Who Am I?
Context: Animals
Aim: To reinforce names of animals and questions related to their appearance and habitat.
What to do: Prepare a post-it note for every pupil bearing the name of an animal, all different if possible. This could include pets, farm and wild animals. Stick a post-it note to each child's back without them seeing the name of the animal. Pupils should circulate and take it in turns to ask each other a question (a list of possible questions could be displayed if desired) in an effort to guess what animal they are. Another person can only respond 'Oui' ou 'Non', obviously checking the person's post-it note on their back in order to answer correctly!
Who's Missing?
Context: Physical description
Aim: To consolidate physical description vocabulary.
What to do: This game is similar to Alibi. One pupil should be asked to leave the classroom. The rest of the class should decide who should hide or leave the room by another exit if possible. The class then all swap places and call the person outside the classroom back inside. This person should then guess who is missing from the classroom. The questions could take the form of the person's hair, eye colour, clothes. It could be extended to their hobbies and number of siblings if appropriate. Agree a number of questions or time in which to guess before starting the game again.