COMB

1. Divide the group in two lines.

2. Write a word on the board.
3. Ask the students to write a word under each letter of the word.
4. The group that writes first all the words will be the winner.

By Nehemias and Isabel

Balloons, balloons

• Students make two groups.

• Each group is given some balloons.
• Students in each group begin to throw the balloons to each other.
• Students can’t move from their place. If they are sitting down, they can’t
stand up.

BRAINSTORM
Procedure:

Divide the class in two groups forming two lines in

front of the board.
Give the first student of each Line a marker.
Each group will be given a category.
4. Tell Ss that they will have to write as many words as
possible related to the category. e.g. Colors.
At the end, the group with more words will be the
winner.

AIM: To review and to reinforce vocabulary.

 “Secret Code”

(Israel and Yuridia Nº 15)

Level: Any level.

This activity can be used to review or practice vocabulary or to introduce a new topic. The
teacher may use this activity to give codified messages which the students will code.

Procedure: Make two groups (boys or girls if you want).

Tell the students the code (write it on the board or in a
chart). Each code letter represents the letter that comes
before it. For Example, in the alphabet “A” is “B”; “M” is
“N”, and “bdu” is “cat”. Then, they decode the message &
do the task.
 Spelling bee

Time: 5 to 7 minutes

Level: Basic-up

Procedure: make students form two lines. They can be formed by girls and boys.
Then tell them that they are going to spell words e.g.: E-R-A-E-R. If they make a
mistake pronouncing a letter, they get a penalty. This game is used to check the
pronunciation of the alphabet or to explore student’s knowledge.

RUN, EXPLODE, AND WRITE.

(Warm-up 17)
Purpose: to create a good environment among students and activate schemata.
Materials: balloons, pieces of paper, markers, and board.
Instruction:
♦ Ask students to form two groups.
(Ex: boys and girls)
♦ One student of each group will run to get a balloon and run back to his/her
group.
♦ A student must explode the balloon and gather the pieces of paper within it.
♦ Then all the students have to order the words to create a sentence and then
write it or the board.
♦ The group that finishes first or gets the more correct sentences after the given
time will be the winner.

Who am I?

Steps:

1. Students have to get in pairs.

2. all students have to take a piece of paper (do not show it to anybody)
3. One student has to stick the piece of paper on the back of another student
(both have to do the same)
4. First, you have to take a look at the piece of paper of your partner, but you
do not have to tell her/him anything.
 5. Now, one student will try to guess what famous person he/she is according
to the piece of paper stuck on the back.
6. To guess the name of the famous person the student has to make questions
and this student will be answered just with “yes” or “no”.
7. If the name of the famous person is difficult, you can give clues.

MIME-EXPLAIN-DRAW

WARM-UP ACTIVITY NUMBER 8

INDICATIONS:

1. Make two groups of students in the class, and then choose one
representative per each group.
2. Give the students some words for them to mime, explain, and draw.
3. Give time for each word.
4. Give specific three opportunities for each group to guess their word.
5. Give points for their correct answers.
6. Add all the points and you will have the winner group.

MEMORIZING

1. The class has to be divided in two groups.

2. Students have to say two numbers (one per each chart).
3. The teacher will open and read the piece of paper that contains the
number which students choose.
4. If a group matches the right numbers, that group will get a point.
5. If one group doesn’t have the right number, it will be the opportunity to
the other group.
6. The group, that gets more points, is going to be the winner.
Aim: to activate student’s schemata and review vocabulary.
 MY OWN RAINBOW

MATERIALS: Some pieces of paper

Steps: you have to make groups (with the whole class) it depends on the number
of the students). Give them the pieces of paper, then explain them what they have
to do and how much time they have take to do the activity. You have to choose
some of the students in random order in order to know more about the students.

Colors of the rainbow:

Red: typically is the turn-off color. One thing they can disclose in public.

Orange: is the motivation color. What motivates them?

Yellow: is the inspiration or creativity color. What was the best idea they have had?

Green: is the money color. What they plan to do for money or the dumbest thing
they ever did for money.

Blue: is the sky’s the limit color. What is your favorite fantasy about your future?

Indigo: is an odd or different color. What is the most daring thing they ever did?

Purple: is the color of royalty. If you were ruler of the universe for a day, what is the
first thing you would do?

NOTE: The objective of this is to get the group to quickly meet the other members
of the class.

SCRAMBLE

1. Make groups of students (You decide the number of groups and the
number of students in them.
2. Put at least two sets of alphabets on tables assigned to each group.
3. One per each group is going to pass his/her assigned table.
4. The teacher says a word (any word)
5. The student who spells first the word wins a point to his or her group.
At the end, the group which gets more points or correct words is the
winner.

By Karla and Reynaldo

 “TRIVIA”
(By Brizeyda Maravilla and Victor Nuñez)
OBJECTIVE: To activate student’s schemata
LEVEL: Medium to Difficult

♦ Select 4 or 5 categories – either general (normally countries, music,

movies, animals) or areas from the textbook that are in use
♦ Then divide the board into 3 or 4 - assigning each area with a point
score (100, 200, 300, etc.) you provide possible answers, that’s why it’s
called Trivia.
♦ Divide the classroom into teams and ask them to select a category and
score.
♦ (During your preparation time, think about the easiest and hardest
answers for each category and the level of the student).
♦ If time is enable to answer or gives an incorrect answer, then that
question reminds in that point range until someone answers correctly, the
other group has the opportunity to answer.

The Web Game

Group Nº 6
By Hugo & Laura

Number of participants: 10-20

Supplies: needed: large ball of yarn

Steps:

1. Have students arranged in a circle.

2. Give one student the ball of yarn (another material)
3. Tell the student that he/she has to say a statement and a goal, or a dream
to accomplish in rehab. While they hold the end of yarn, they then throw the
ball of yarn to another student.
This continues until everyone has apiece of yarn, you will mention that it
takes teamwork to form this web.
4. While everyone is still holding their yarn, you will mention that it take
teamwork to form this web.
5. Then have 2-3 students let go of their yarn, the web falls apart.
6. You then mention that everyone needs to work together, support and
encourage one another to accomplish their goals.
AIM: REVIEW TOPICS OR FEEDBACK & THE IMPORTANCE OF TEAM-
WORK.
 BANG!
(Modified version by Karmina Salazar and Jazmin Yac)

Materials: Small pieces of paper (some with target words and others with a task
to develop). Two shoeboxes or coffee cans.
Arrange the Ss in two or more groups. Write the target words on pieces of
paper, for instance, dog, and fold them in half and place them inside one of one
box (what box). Also, add a few cards that say “BANG”. In the other box (how
box), place pieces of paper that specify any task to develop in a sentence whit
the target word, for example, present tense. Ss take turns picking cards and if
they carry the assigned task correctly, they keep the piece of paper. If they get
a BANG Card, they yell “BANG!” and then return all their cards (except the
BANG! Card) to the can/box. The group that gets more target word cards wins.
NOTE: In the end, the correctly developed task whit dog and present tense
would be like this: the dog barks.

THINK FAST

Aim: to reinforce students’ vocabulary.

1. The class has to be divided in two groups forming two rules.
2. The teacher the category to students.
3. The teacher takes out a card from the box and shows it to students.
4. The student who is at the beginning of the line has to think fast and write
the word on the board.
Example: Category: “Present Tense”; letter: B; students could write BITE
or BEAT.
For every correct word the group will get a card. If they write a wrong word they
won’t get a card or will lose one if have already gotten it.
 U want to know me?

• Write different words or statements on the board or on a chart.

• The words or statements must contain key words.
• Students have to try to guess what the written words are referred
to.
Le students know that they are guessing about someone’s personal
life, so the questions have to make related to him/her.

2 truths, 1 lie.

• Say three personal statements in which two of them will be true and
the other one will be false.
• Students have to ask questions related to the statements in order to
guess which the truths are and which the lie is.
• If time allows it, students may ask as much questions as they can
or need.
• The person whose statements are being guessed can give clues to
students if necessary.