Agree or Disagree
Divide the room into four corners labelled ‘Agree’, ‘Somewhat Agree’, ‘Disagree’ and ‘Somewhat Disagree’. Make a statement such as ‘Footballers deserve to be paid very highly’. Students decide how strongly they agree or disagree with this statement and move to the relevant corner of the room. Give students in each corner time to discuss the issue, and then allow each group to present their views to the class. The ‘quick-fire debate topics’ below could be used for this activity.

Chain Game: Conditionals
This game can be adapted to work on different grammar points, but this version focuses on conditional sentences. Have the class sit in a circle and start off by saying the sentence, “If I won the lottery, I would go on holiday to America”. The next person must continue the chain by using the end of the previous sentence to begin their own sentence, eg. “If I went to America, I would visit New York City”. The next person might say, “If I visited New York City, I would go to see a Broadway show”. Etc.
As a follow up, you can practice different conditional constructions, eg. “If I go to the shops today, I will buy some apples”.

Description
This is a great game to use if you don’t have anything in particular planned for your class, as it can last for an entire lesson. It is similar to the board game ‘Taboo’. Print off this list of words, and cut them all out. Mix all the words up and place them in a bowl or bag. Split students into groups of 2-4. Each team takes it in turn to send one member to the front of the class. That person picks a word from the bowl and must describe it to their team without saying the word itself. If their team correctly guesses the word, they gain a point and pick a new word. The student has two minutes to get their team to guess as many words as possible. Then play passes onto the next team. The group with the most points at the end gets a prize.
Make sure that you tell the students these important rules:
1. No miming. If they mime they must abandon that word and move onto the next.
2. They must only speak in English. Again, they lose the point if they speak in their native language.
3. They can ‘pass’ a word if they don’t understand it, but only up to three times.
For lower level students, you could relax this last rule, and allow a bit more time for guessing.

Find Someone Who…
For this warm-up activity, students move around the room asking each other questions relating to certain topics. The aim is to ‘find someone who’ has done each of the things listed in a table. Once they have completed their tables, students can feed back to the class with their findings. Click here for an example table based on the topic ‘Sports’.

Running Dictation – for a class of 12-16 students
This team game can be a fun way of introducing a topic at the beginning of a lesson. Prepare a short text of about 100 words that is suitable for the level of your students. Print the text four times and stick each copy to a different wall or corner of the classroom. Split students into four teams and assign each group one of the texts. They should sit in their groups on the opposite side of the classroom to their assigned copy of the text. In each team, one member is the scribe and the others are runners. The runners go to their designated text, read as much as they can remember, return to the scribe and dictate what’s written. The team to finish first, and the most accurately, wins. A prize of sweets is always appreciated!

Quick-fire Debate Topics
This game could be played at the end of a lesson that has covered debate vocabulary (‘I agree’, ‘I disagree’, ‘I think that’, etc). Print off these quick-fire debate topics (or make your own) and cut around each statement so that you have twelve slips. Split students into two teams and have each team take a debate statement in turn. The team who reads the statement takes the opinion written and proposes an argument, while the other team must come up with a rebuttal that opposes the statement. Students on each team gain points for coming up with accurate sentences using key vocab. Set a time limit for each quick-fire debate before moving onto the next topic.

Who Am I?
Have students sit in a circle and give everyone a post-it note. Everyone writes the name of a famous person or character on their post-it note and then sticks it to the forehead of the person on their left. Each student takes it in turn to ask yes or no questions to the rest of the class to try and figure out ‘who they are’, eg. Am I a man? Am I a musician? etc. If the answer is ‘yes’, they may ask another question. If the answer is ‘no’, they finish their turn and play moves to the next student. Continue until everyone has guessed ‘who they are’.

Who Am I? (Version II)
This is a different version of the ‘Who Am I?’ game, and is easier to control time-wise, as it only involves one student guessing at a time. Have one student come to the front of the class and sit with their back to the board. Write the name of a famous person behind them, and have them ask yes or no questions to the class, to try and guess ‘who they are’. They can then choose someone else to have a turn in the hot seat, and write a new person on the board for that student to guess.