CHAPTER 1

10-minute games

“Why do games work Genuine games always have an aim and purpose. They can provide a meaningful
well?” context for activity. Games are fun and enjoyment helps to develop both a
positive classroom atmosphere and a more effective learning environment.
Games tend to have a repetitive and cumulative nature and are therefore
effective for consolidating and reinforcing language structures and lexis. They
help the children to develop linguistically.
Other benefits of games are as follows.
They reflect the children’s interest level and usual behaviour.
They help the children’s cognitive development.
They help the children to explore social behaviour and feelings.
They help children identify with their peer group.
They help to provide variety in the language learning approach.
They can be effectively used to evaluate the class’s performance, in a non-
threatening way.

“What are the criteria The games should have linguistic relevance.
for choosing games?” They should have an aim and a purpose.
All the children should be able to participate.
The games should be easy and quick to set up and carry out.
They should be fun for the children.

“Is it possible to use games Games can be used to help evaluate both your class as a group and an individual
for evaluation?” child’s linguistic performance. You will soon see how easily and quickly the
children play the game.

“What are the special As the name implies, these games don’t take up too much class time. They
benefits of 10-minute should be quick to set up and quick to play. Never let them continue too long.
games?” They can be used as a fun way to start a lesson or as a way to fill in the last few
minutes of a lesson if students have completed other tasks. You can also use
some of them to keep early finishers busy while the rest of the class completes a
task. They are a useful and fun way to revise FOCUS LEXIS or STRUCTURES. If the
children are having difficulties with a particular language point, you can go over
the relevant coursebook exercises again with them and then play a 10-minute
game to give them extra practice.

Look at the games in this chapter and tick the ones you are already familiar
T A S K with. Then think about how you might be able to use the ones you don’t
already know.

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10-minute games

1 Chain games

Aims of the game The following chain games are good for consolidating syntax patterns, lexical
sets and vocabulary. It is easy to adapt the games to use alphabet and
number prompts.

Playing the game 1 Basic procedures

Show the children how to play the game using animal lexis. Choose two
confident children to help you.
Say I’ve got a dog. Ask Child A to repeat what you said and to say another
animal, e.g. I’ve got a dog and a cat.
Ask Child B to repeat what Child A said, and to add another animal, I’ve got a
dog, a cat and a mouse.
Check that the pupils have understood what they have to do, then play the game
with the whole class. See how many words the children can remember. When the
chain breaks down, because somebody cannot remember the sequence, get the
child (or the whole class), to count to twenty and then start again.
Adapting for higher levels
Higher-level pupils might like to make more complex sentences, adding
adjectives, e.g. I’ve got a small dog. I’ve got a small dog and a big cat.

2 Extending the game: number prompts

This game can easily be adapted to use number prompts with lexical sets.
Ask Child A to start the game saying I’ve got one shoe.
Ask Child B to repeat what Child A said and to say another item of clothing,
e.g. I’ve got one shoe and two jumpers.
Ask Child C to repeat what Child B said, and to add another item of clothing,
e.g. I’ve got one shoe, two jumpers and three hats, etc.
Adapting for higher levels
Higher levels might like to play the game using more than one lexical set at a
time, for example mixing family members and transport words.

3 Extending the game: alphabet chains

Another way to play this game is to make chains using each letter of the
alphabet to start each word.
Child A would start with the letter A, saying I’ve got an apple. Child B would
then say I’ve got an apple and a book. Child C would say I’ve got an apple, a
book and a car. If there are letters that will be difficult for the children to use,
ask the whole class to suggest words that can be used.
Alternatively, write the problem letters on the board and tell the children to
miss them out. For example, it might be difficult for the children to find words
beginning with the following letters: K Q V X Y Z.

4 Children playing in groups

The children can easily play this game in groups of five or six. Encourage them to
help each other and to see how long they can keep the game going for.

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 10-minute games

2 What’s missing?

Aims of the game This is a game that is good for revising lexical sets and vocabulary. It can be
extended to practise reading and writing skills.

Playing the game 1 Basic procedure

Collect together between five and ten picture FLASHCARDS illustrating words
that you want to revise or consolidate with the children.
Line up the FLASHCARDS at the front of the class. Ask the children to identify
each of the items. Then give them one minute to memorise the words.
Tell the children to close their eyes. Remove one of the FLASHCARDS. Then tell
the children to open their eyes and to see if they can spot which one
has disappeared.
Repeat this process until all the words have gone.
Adapting for older children
Older children might like to take the role of teacher and to lead this game.

2 Extending the game: words

You can use this game to practise reading skills.
Play the game in the same way, but rather than using picture FLASHCARDS, write
words on the board for the children to memorise. Alternatively, if your
FLASHCARDS have the words written on the back of them, you can line them up
as described in the basic procedures.
Adapting for higher levels
Higher-level children might like to play the game by writing down a list of missing
items, rather than calling them out. Check the answers with the whole class.

3 Extending the game: realia

You can also play this game using REALIA for certain lexical sets, such as
classroom objects.
Place the objects at the front of the class, where everybody can see them, e.g.
on your desk. Then play the game, removing one of the objects, and putting it
in a bag.
This game can also be played using items of clothing. Alternatively, the
children can then play in pairs, using the contents of their pencil cases.

4 Numbers, letters and board drawings

For numbers and letters of the alphabet you can write them on the board and
rub single items out, for the children to guess. If you are confident about
drawing pictures on the board, you could play the game by drawing a set of
objects and then rubbing them out.

5 Children playing in teams

Divide the class into two teams and give one set of FLASHCARDS to each team. The
teams then take it in turns to guess the missing word. If you want you can award
a point to each team, each time they successfully guess the missing word.

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10-minute games

3 Buzz!

Aims of the game This is a game that is good for revising numbers, lexical sets and letters of the
alphabet. It is easy to adapt the game to use actions.

Playing the game 1 Basic procedure

You can play this game using numbers 1 to 10, 1 to 20, 1 to 50 or 1 to 100.
Show the children how to play the game using numbers. Choose two
confident children to help you. Ask Child A to start counting, and to say 1.
Ask Child B to say 2. Ask Child C to say 3. Then take your turn and say Buzz!
(Or rather than saying Buzz!, you could say the name of your coursebook.)
Explain to the children that they have to count, but that every fourth child has
to say Buzz! rather than a number. The next child then continues counting
from the next number, e.g. 1, 2, 3, Buzz!, 4, 5, 6, Buzz!, 7, 8, etc.

Then play the game with the whole class. When the children forget to say
Buzz! get them to stand up and turn around.
Adapting for older or higher-level children
Older children or higher-level pupils might like to play the game using only odd,
even or multiple numbers, e.g. Odd: 1, 3, 5, Buzz!, 7; Even: 2, 4, 6, Buzz!, 8;
Multiples: 5, 10, 15, Buzz!, 20. Alternatively, they can substitute Buzz! for
numbers, e.g. 1, 2, Buzz!, 4, 5, Buzz!, 7, 8, etc.

2 Adapting the game: lexical sets

You can also play this game using lexical sets, the first three children saying three
words and the fourth child saying Buzz!

3 Adapting the game: alphabet

Another way to play this game is using letters of the alphabet. The first three
children say A, B, C, and the fourth child says Buzz!

4 Adapting the game: actions

Play the game, but rather than saying the word Buzz!, get every fourth child to
give the rest of the class an instruction. For example, 1, 2, 3, Stand up!, 4, 5, 6,
Turn around!, etc. The rest of the class should carry out the action.

5 Children playing in groups

The children can easily play any variation of this game in groups of five. Do not
play in groups of four as the same child will always say Buzz!

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 10-minute games

4 Categories

Aims of the game This is a game that is good for revising lexical sets.

Playing the game 1 Basic procedure

Choose five categories of lexis that you would like to practise with the
children and then show the children how to play the game.
Either draw a grid on the board and ask the children to copy it into their
exercise books, or give the children a photocopied grid.

Animal Food Family Colour Sport

Give an example of what they have to do. Elicit from the class one word for
each of the categories, and write them in.

Animal Food Family Colour Sport

fish bread mum red tennis

Then give the children three minutes (or however long you think the children
need) to fill in as many words as they can. Allow them to use their
coursebooks or dictionaries to help.
Let the children compare their answers with a friend, and fill in any gaps they
may have. Check the answers with the whole class and see how many words
they found for each category.
Adapting for older children
Older children might like to play this game in teams. Divide the class into pairs or
teams of four. Give each team a grid to complete.
Adapting for higher levels
Higher-level pupils might like to play the game using sequential letters of the
alphabet or even words with 2, 3, 4, etc. letters in them. Let the children use
plural forms, but if you play the game this way, tell the children that not all
letters will have appropriate words.

Letter 2 3 4 5
A an and arms apple
B by but bike buses
C — can can’t cooks

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10-minute games

5 The ‘Pen’ game

Aims of the game This is a writing game that is good for revising vocabulary items and for
recognition of words outside the confines of a lexical set.

Playing the game 1 Basic procedure

Show the children how to play the game. Write a word on the board, e.g.
pen. Then elicit a word beginning with each of the letters from the class. Write
the words next to each letter.

Penc i l
El e phant
Nos e

Ask the children to take a piece of paper or their exercise books. Dictate
words to them, or write words on the board for the children to copy.
Then let the children work in pairs to see how many of the word puzzles they
can complete. Check the answers with the whole class and see how many
words the children thought of.
If you’ve already covered plurals, you might like to play the game using only
plural words, e.g. P – pencils, E – elephants, N – noses.

2 Extending the game: flashcards

Hold up a FLASHCARD and ask the children to write the word, e.g. bus. Then let
them play the game in pairs as before.

3 Extending the game: making sentences

Once the pairs have completed each word puzzle they might like to try to make
sentences using each word, e.g. I’ve got lots of pencils. I like elephants.

4 Children playing in groups

The children can easily play this game in pairs or groups of four.

5 Adapting the game: word steps

This game can easily be adapted: rather than asking the children to use each
letter in a word, ask them to make steps using the last letter of each word. See
how many steps the children can make, without repeating a word, e.g.

Pen
1 nose
2 elephant
3 tree
4 ear

6 Homework option
You could easily adapt this game to include a homework activity by giving the
children one or two base words and asking them to play the game at home.

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 10-minute games

6 Consequences

Aims of the game This is a traditional game that is good for writing skills and sequencing. It is easy
to adapt the game to use picture consequences.

Playing the game 1 Basic procedure

Give each child a blank piece of paper (half an A4 sheet cut vertically is ideal)
and explain how to play the game. The four basic steps are as follows:
1 They write something, according to the questions you give them.
2 They fold their paper over, so that nobody can see what they’ve written.
3 They give the paper to the person sitting next to them.
4 They repeat steps 1 to 3 with a new question.
Show the children how they must fold the paper after they have written
each section.
Guide the game by asking the children to think of an imaginary character and
then asking them questions. Ask:
What’s your name?
How old are you?
How many eyes have you got?
How many legs have you got?
What colour are you?
Who is your best friend?
When everybody has finished, tell them to pass the paper on one more time and
then let the children unravel their consequence sheet and read the description.
You can ask the children to tell each other or the class about their character.
My name’s …
I’m 34.
I’ve got 26 eyes.
I’ve got 13 legs.
I’m green and pink.
My best friend is …
Finally, you can then ask the children to write a description of their character
and to draw a picture. Put the sentences the children will need to use on the
board for them to copy.

2 Adapting the game: picture consequences

Prepare the paper as before. Ask the children to draw a part of the body on each
section of the paper. You will need to tell the children which sections of the body
to concentrate on: head and neck, body and arms, legs, feet. The children will
need to fold the paper leaving guide lines for the next child to follow. The
children can then give their character a name and write about it.

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10-minute games

7 Cross the road

Aims of the game This is a quiz comprehension game. You will need to prepare the questions
before using this activity in class.

Playing the game 1 Basic procedure

Draw two zebra crossings on the board.
Divide the class into two teams. Ask each team a question in turn. If they
answer correctly, they advance one stripe across the zebra crossing. (Draw a
cross on the crossing.) The first team to cross the road is the winner.
Use the coursebook and FLASHCARDS to make your questions. Remember to
give each team matching questions. For example, if you ask Team A to
identify a food FLASHCARD, ask Team B to identify another food FLASHCARD.
If your class is arranged in rows of desks you could ask all the children in the
front row to answer a question, then all the children in the second row to
answer the next question, etc.
If you do not want this to be a competitive game, play the game with the
whole class, using one longer zebra crossing.

2 Homework option
Ask the children to think of a question and write it down for the next game.

8 Anagrams

Aims of the game This is word game that helps to consolidate letter order. It can easily be adapted
to practise sentence formation.

Playing the game 1 Word anagrams

Write the letters of a word on the board. Write them in random order, e.g. for
ruler write e r r l u. Show the children how to solve the puzzle.
Repeat the process with more words that you want the children to practise.
The children write each of the words on a piece of paper or in their books.
Check the answers with the whole class.
Adapting for higher levels
Higher-level children might like to play this game in pairs. Each child can prepare
anagram words which they then give to the other child to solve.

2 Sentence anagrams
Write the words of a sentence on the board in random order. Use structures
that reflect the language you are covering in the coursebook, e.g. book she’s
reading a = She’s reading a book.
Show the children how to decipher the sentences. Remind them about capital
letters and full stops.

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 10-minute games

9 Flashcard matching

Aims of the game This is a game which practises word recognition skills.

Playing the game 1 Basic procedure: non-competitive game

Place a set of picture FLASHCARDS at the front of the class. Hold each one up
and ask the class to identify it.
Write the words for each FLASHCARD on the board. Read them with the class.
Ask a child, or a pair of children to come to the front. Say a word and
encourage the children to pick up the FLASHCARD. Then they should go to the
board and circle the corresponding word.
Repeat this process until all the words have been covered.

2 Competitive game
To make this into a competitive game, divide the class into two teams. Children
from the teams then take it in turns to come and match the pictures and words.

3 Word matching
Rather than using picture FLASHCARDS and words written on the board, you might
like to try this variation: ask the children to identify words written on pieces of
paper and then to find the corresponding word written on the board.

10 Flashcard categorisation

Aims of the game This game practises vocabulary recognition and categorisation skills.

Playing the game 1 Basic procedure: non-competitive game

Place three sets of FLASHCARDS (jumbled) at the front of the class. Divide the
board into three and write the category of each section at the top.
Ask pairs of children to come to the front of the class. Say a word from one of
the sets. The children should pick up the picture FLASHCARD and then stick it
under the appropriate category on the board. Use BLU-TACK for this, so that
you do not spoil the FLASHCARDS.

2 Extending the game: writing practice

This game can be extended to writing practice by asking the children to identify
a picture card, which they stick on the board in the appropriate category and
then asking them to write the word underneath.

Look back at the games in this chapter. How many of them could be played
T A S K with the whole class, how many in smaller groups, and how many could be
used as extra activities for fast finishers? Mark the different activities Whole
class, Groups, Fast Finishers. (Check your answers with the Key on PAGE 95.)

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