1. [Link]

q=general+knowledge
2. [Link]
3. [Link]
4. give 3 adjectives that describe you
5. trivia maker – survey says
6. Name & Gesture. Instructions: Each person says their name along with a movement of
any kind (the movement could be based on a ritual showing something that you do every
day, like brushing teeth, combing hair, walking dog, doing homework, etc. ). The rest of
the group repeats their name and their movement. Go around the circle one time, and
remind people to remember their movement. The second time, do the same thing only a
little faster. The third time, everyone tries to say everyone’s name and do their gesture all
together (instead of call-and-response style.)
7. Students are asked to write a description of an ideal day. They can choose freely the
places they would like to be in, their activities and the company they would like to have.
Other topics to write about are: my ideal flat/house, an ideal holiday, an ideal friend.
8. The students work together in groups. Each group member writes down the ideal job for
himself and for everybody else in the group. Step 2: The job lists are read out and
discussed in the groups. Students explain why they feel the 'ideal jobs' suggested for them
would/would not be ideal.
9. Step 1: Each student receives three slips of paper, each with a positive human quality on
it, e.g. honesty, intelligence, fairness, humour, health, beauty, stubbornness, curiosity,
cheerfulness, gentleness, humility, optimism, perseverance, politeness, hospitality,
helpfulness, thoughtfulness, wisdom, justice, friendliness, adaptability, charity. Step 2:
Each student decides which of his three qualities he would like to keep and which to
exchange for others. Students then barter with different people.
[Link] students are asked to think about their lives and the people they know/have known.
Each student should find at least two people who have influenced him in his life. These
may be his parents, other relations, friends, or personalities from history or literature. He
should note down some points in order to be able to tell the rest of the class briefly how
these people have influenced him.
[Link] you weren't you but something else entirely, e.g. an animal or a musical
instrument. Just think what you would like to be and why, when I tell you the categories.'
Possible categories are: colours, days of the week, kinds of weather, musical instruments,
months, countries, cities, articles of clothing, songs, kinds of fruit, flowers, kinds of
literature, pieces of furniture, food, toys. Something else can also be played as a guessing
game. Two students are asked to leave the room while the rest of the class agree on a
person to be guessed. When the two students are called back in they ask questions such
as: 'What would the person be if he or she was an animal?
[Link] somebody’s horoscope for the week
[Link] student writes down three ways in which he thinks that he and his partner are
similar and three ways in which he thinks they are different. He does not show his
partner what he has written. Step 2: First, both students tell each other about the
similarities and talk about where they were right or wrong, then they talk about the
differences.
[Link] student writes down five to ten questions that he would like to be asked. The
general context of these questions can be left open, or the questions can be restricted to
areas such as personal likes and dislikes, opinions, information about one's personal life,
 etc. Step 2: The students choose partners, exchange question sheets and interview one
another using these questions
15. The remaining group members decide on how the person who is outside spent the
previous day. They draw up an exact time schedule from 8 a.m. to 8 p.m. and describe
where the person was, what he did, who he talked to. So as not to make the guessing too
difficult, the 'victim's' day should not be divided into more than six two-hour periods. Step
3: The people who waited outside during Step 2 are called in and return to their groups.
There they try and find out - by asking only yes/no questions - how the group thinks they
spent the previous day
16. my red fleg and my green flag
[Link] titles on Spoty / Yt music
[Link] go to is the snowball fight. Each student gets a plain piece of paper. They write one
interesting fact about themself. Then crumble up the paper (name does NOT get written).
Once everyone is done. Students start throwing their papers around the room (like a
snowball fight). After 30 seconds, call freeze. The paper they have in their hand (or near
them if they're not holding one), will be the person they'd have to find. So students would
go around asking each other if your paper had their interesting fact. Then once everyone
finds everyone, the student introduces the person they found by the interesting fact.
[Link] students walk around the room while the music is playing. As soon as the music is
switched off the teacher gives a command, e.g. 'Stand together in groups of five.' 'Shake
hands with as many people as possible'; 'Form a group with people of roughly the same
height'; 'Stand together in groups of four and agree on a song you want to sing'; 'Mime a
scene with at least three other people'; 'Find people whose birthday is in the same month
as yours. Find three people and make a statue with your bodies. Walk around and when
the music stops, freeze in the funniest position you can. Join with two other people and
create the shape of a triangle. Find someone wearing the same color as you and make a
short dance together. Get into groups of six and arrange yourselves from tallest to
shortest. Find a partner and act out a short greeting in slow motion. Stand in a group of
four and invent a group handshake. Join with five people and form the shape of a star.
Walk around and when the music stops, high-five as many people as possible.
[Link] 1: Without letting the student see it, the teacher fixes a name tag to each student's
back. Step 2: The students circulate around the room. They have to find out by asking
yes/no questions 'who' they are. They are not allowed to ask any one person more than
three questions. As soon as somebody has found out who he is, he tells the teacher. If he
is right he receives a new name tag. The student who has most names tags on his back -
and thus has guessed 'his' different personalities most quickly in a given time (20 minutes)
- is declared the winner. / famous person
[Link] you weren't you but something else entirely, e.g. an animal or a musical
instrument. Just think what you would like to be and why, when I tell you the categories.'
Possible categories are: colours, days of the week, kinds of weather, musical instruments,
months, countries, cities, articles of clothing, songs, kinds of fruit, flowers, kinds of
literature, pieces of furniture, food, toys,
22.I do an activity called tattoos. I give each kid a piece of paper and tell them to pretend
like they're going to the local tattoo parlor after school, and they're going to get whatever
they draw tattooed on them. Then I collect all the papers, add in a design of my own, and
project them onto the board with names covered.
[Link] 1: The teacher asks the class to imagine the following situation: Ά wizard has taken
away all the words from the world. Everybody can keep just four words. Choose four words
 which you would like to keep and write them down.' Step 2: Each student finds a partner
and tries to communicate using only his four words. The pairs share their words with each
other so that now both have eight words they can use. Each student shares his eight
words with another student, so that both have 16, then twice more. In the end everybody
has 64 words. Step 3: Either alone or with a partner the students write a story or poem
using only their words. These stories/poems are read out or stuck up on the wall.
[Link] students are asked to write a list of 20 things they would like to do. These can be
ordinary activities like eating a lot of icecream or more exotic dreams like going for a trip
in a balloon. They should jot down anything that comes to mind, writing the activities one
under the other. These lists will remain private. Step 2: The students are asked to code
their lists by putting one or more of the following symbols in front of them: £ if the activity
is expensive, WF if the activity involves other people (WF = with friends) if they would do
this on their own (A = alone) Μ or F if they think their mother (M) or father (F) would enjoy
this, too X if the activity is at all physically or mentally harmful (e.g. smoking) Step 3: Now
the students should think about the distribution of these symbols on their lists and
continue the following stem sentences:
I have learnt from this exercise that... I am surprised that... I am pleased that. . . I am
worried that. . . I don't mind that.

[Link] being a good listener strength honesty intelligence generosity caution being
funny stubbornness helpfulness
Each student should think about how important he considers each quality. He then
rearranges the list in order of importance, starting with the most important quality -
qualities a good car should have, reasons for watching TV, qualities of good
parents/friends/politicians/scientists/nurses/doctors,
[Link] are stranded on a desert island in the Pacific. All you have is the swim-suit and
sandals you are wearing. There is food and water on the island but nothing else. Here is a
list of things you may find useful. Choose the eight most useful items and rank them in
order of usefulness. Students present their solutions and defend their choices against the
others' arguments.
a box of matches a magnifying glass an axe a bottle of whisky an atlas some metal
knitting-needles a transistor radio with batteries a nylon tent a camera and five rolls of film
ointment for cuts and burns a saucepan a knife and fork 20 metres of nylon rope a blanket
a watch a towel a pencil and paper
[Link] Guarantee £60 Popularity Guarantee £30 Intelligence Guarantee £40 Beauty
Guarantee £40 Marriage Guarantee £30 Wealth Guarantee £60 Longevity Guarantee £60
Accident-Free-Life Guarantee £50 Satisfaction Guarantee £50 Stardom Guarantee £60
Friendship Guarantee £60 Self-Fulfilment Guarantee £50 Fun Guarantee £40 Adventure
Guarantee £30 Career Guarantee £50 Love Guarantee £60 Sexual Fulfilment Guarantee
£50 Patience Guarantee £30 Happy Family Guarantee £40 Joy-of-Living Guarantee £30
Brokers and clients sit facing each other. Each client can spend £100 on guarantees. In
turn the brokers tell the client about the guarantee they can offer, its advantages and
price. The clients make notes.
Each client now works out which guarantees he would like to spend his £100 on. He then
walks over to the relevant brokers to make his purchases. Each broker has to keep a
record of the number of guarantees sold.
[Link] teacher outlines the task. 'You are going to be given a list of 14 occupations. You
have to rank them according to two criteria. First arrange them in the order in which these
jobs are regarded and paid for in our society. Secondly make a list in which you show how
important you think each job should be.'
dentist taxi driver secretary schoolteacher
policeman lawyer journalist university
professor actor nurse shop-assistant
librarian engineer farmer
29.A: teacher mother shop-assistant baby
elephant crocodile soldier dustman farmer
old woman nurse
Β book walking stick plaster 50p coin pen
loaf of bread car cactus apple pie glass of beer safety pin
Step 2: The two teams sit facing each other. The secretary from team 1 starts by inserting
one word from list A and one from list Β into one of the two sentence patterns:
What can a/an A do with a/an B? Why does a/an A need a/an Β? The students in team 2
must find three answers quickly. Then their secretary makes up a new question for team
[Link] 1: Every student writes his name at the top of a piece of paper. All the papers are
collected, shuffled and redistributed. Step 2: Now every student writes a comment (a
compliment, a question, a statement) under the name of the person. The papers are again
collected and redistributed, so that everyone can write a second comment. The teacher
(or a student) now collects all the papers.
[Link] group receives a photo and is asked to write a curriculum vitae for the person in
the picture. The students should mainly imagine the person's present interests and
lifestyle. When they have finished with the first picture, photos are exchanged between
groups.
[Link] work with a partner. Each of them explains the use/purpose of the three objects
he has brought with him and says why they are important and significant for him. Both
partners then talk about similarities and differences between their choice of objects.
[Link] students talk about the awards they can think of (awards for looks, such as 'Miss
World, for bravery, etc.). Step 2: Using brainstorming techniques (see No. 87
Brainstorming) the class try to think of many more possible awards (e.g. Smile Award, Help
Award, Listening Award). All awards (they should be for positive qualities) are listed on the
blackboard. Step 3: Groups are formed and each group decides on two categories of award
they would like to find candidates for.
[Link] are walking in a wood; describe what it is like. Then you come to some water;
describe what it is like. What do you feel about this water and what do you do about it?
Next you find a key. Describe it and say what you would do with it. At the end of the wood
there is a barrier. What is it like? What is on the other side? What do you do about it?
Step 2: When everyone has told his story the teacher reveals how each episode of the
story might be interpreted: The wood gives an indication of the storyteller's view of life. Is
it described as dark and frightening or sunlit and happy? Full of menace, or full of hopeful
possibilities? It depends on attitudes to living.
The water is sex. Is it dark and dirty or lovely and sparkling? Deep or shallow? Frightening,
but pleasantly so? Do you dive right in or keep well out?
The key is worldly success and ambition to attain it. Do you see a big golden key or a
dreary little Yale key? Is it rusty or shining? Do you reject or hold on to it? Do you use it
immediately in some way, or later on, perhaps finding a box full of treasure to go with it, or
 do you just hopefully tuck it in your pocket? Do you give it away to someone you think
may want it?
The barrier is death, the view beyond a picture of the life hereafter.
[Link] kind of animal would you like to be? Why? What would you give me as a birthday
present? What is the most important thing in the upbringing of children? What would you
like to change in your life? ) Where would you like to be right now? Why? If somebody
gave you 500.000 Ft what would you do with it? What would you like to achieve within the
coming year? Which human quality do you consider the most important? What gives you
pleasure? What kind of weather do you like best?
[Link] 1: Without letting the student see it, the teacher fixes a name tag to each student's
back. Step 2: The students circulate around the room. They have to find out by asking
yes/no questions 'who' they are. They are not allowed to ask any one person more than
three questions. As soon as somebody has found out who he is, he tells the teacher. If he
is right, he receives a new name tag. The student who has most names tags on his back -
and thus has guessed 'his' different personalities most quickly in a given time (20 minutes)
- is declared the winner.
[Link] student works with a partner. One student from each pair fetches a box and looks
inside without letting his partner see what is in the box. The second student has to guess
the object.
[Link] student starts by reading out his question and then asks another student to answer it
The second student continues by answering or asking a third student to answer the first
student's question. If he has answered the question he may then read out his own
question for somebody else to answer. The activity is finished when all the questions have
been read out and answered.
Do you often think about age/growing old/staying young?
Does advertising influence your feelings?
What would happen if… if a film was made in your school/place
everybody who told a lie turned green? of work?
if people could get a driving licence at if headmasters had to be elected by
14? teachers and pupils?
if girls had to do military service? if smoking was forbidden in public
if men were not allowed to become places?
doctors or pilots? if the price of alcohol was raised by 300
if children over 10 were allowed to vote? per cent?
if gold was found in your area?
What would you do
if you were invited to the USA’s if your horoscope warned you against
president garden party? travelling when you want to go on
if a photograph of yours won first prize holiday?
at an exhibition? if it rained every day of your holiday?
if your little sister aged 14 told you she if you got a love letter from somebody
was pregnant? you did not know?
if you saw your teacher picking apples if you found a snake under your bed?
from her neighbour's tree? if you got lost on a walk in the woods?
if a salesman called at your house and if you were not able to remember
tried to sell you a sauna bath? numbers?
if somebody hit a small child very hard
in your presence?
 if you found a £20 note in a library if you forgot you had asked four people
book? to lunch and didn't have any food in the
if your friend said she did not like the house when they arrived?
present you had given her? if a young man came up to you, gave
if you suddenly found out that you could you a red rose and said that you were
become invisible by eating spinach? the loveliest person he had seen for a
if you broke an expensive vase while long time?
you were baby-sitting at a friend's if you noticed that you hadn't got any
house? money on you and you had promised to
if you invited somebody to dinner at ring your mother from a call box at
your house but they forgot to come? exactly this time?
if you could not sleep
at night?
[Link] are some example prompts:
 Your greatest fear  Your guilty pleasure  Your personal hero
 Your animal form  Your best friend  Your favorite song
 You in a past life  What you wanted to be  Your pet peeve
 Your go-to comfort when you grew up  Your favorite outfit
meal  An item on your bucket  Your least favorite food
 Your favorite activity in list  Something you are
high school  Your childhood crush allergic to
40. This game is perfect for medium to large-sized groups. “Who’s in Charge Here?”
involves one “Guesser” leaving the room while the other players form a circle and choose
a “Leader”. The Leader will begin some sort of repeating action for the others to imitate.
For example, patting their head or rubbing their belly. They’ll start before the Guesser
comes back in and steps into the circle. Then, they study the players in the hope of
catching the Leader as they constantly change actions for the others to copy.
Mood checkers:
[Link]: Put some emojis on the board and ask the students which represents their mood.
[Link] Something Positive: Have each student share something positive that happened
to them recently or something they are looking forward to. Encouraging positivity can set a
good tone for the lesson.
[Link] Association: Start with a random word and go around the room, having each
student say the first word that comes to mind. This can be a fun way to get their minds
active and see their thought processes. (flower)
[Link] the Object: Place an interesting or unusual object on your desk. As students enter,
ask them to guess what it is and how it might relate to the day's lesson. This can spark
curiosity and engagement.
[Link] Hand Signals: As students enter, ask them to use hand signals to indicate their
mood. For example, a thumbs-up means they're feeling good, a thumbs-down means
they're not, and a fist means they're neutral. This can be a non-verbal way for students to
express themselves.
[Link] Report: Have students share their "weather report" by describing their mood
using weather-related terms (e.g., sunny, cloudy, stormy, rainy). This can be a creative
way for students to express their feelings.
47.I’m looking forward to: Have each student share something something they are looking
forward to. Encouraging positivity can set a good tone for the lesson.
[Link] and roses: Ask each student to share the high point (positive moment) and low
point (challenging moment) of their day or week. This can encourage empathy and
connection among classmates.
[Link] = me: Memes are put on the board. The students have to pick out one that
represents their current feelings.
[Link] Meter: Create a mood meter with four quadrants: Happy, Excited, Calm, and
Anxious. Ask students to place a sticky note with their name on it in the quadrant that
represents their current mood. You can visually see the distribution of moods in the
classroom.
[Link] your mood: Ss are given pieces of paper and they have to draw their emotions
using natural elements (cloud, sun,
[Link]: Ask you students to pick out an animal with which they can resonate. Ask for
reasons.
[Link] twisters:
 A: Hey! I've got a challenge for you today. Let's twist our tongues with some tricky
twisters.
 B: Oh, A! You know I'm up for it. Hit me with your best one.
 A: Alright, here's a classic: "Peter Piper picked a peck of pickled peppers."
 B: Let me give it a shot: "Peter Piper picked a peck of pickled peppers."
 A: Bravo! Now, let's step it up. Try this one: "Sally sells seashells by the seashore."
 B: "Sally sells seashells by the seashore."
 A: Impressive! Now, listen to this: "How can a clam cram in a clean cream can?"
 B: "How can a clam cram in a clean cream can?"
 A: You're doing great! Now, let's see how you handle this: "Six slippery snails slid slowly
seaward."
 B: "Six slippery snails slid slowly seaward." Whew!
 A: You're on fire! Let's finish strong with this tongue twister: "She saw Sherif's shoes on the
sofa. But was she so sure she saw Sherif's shoes on the sofa?"
 B: "She saw Sherif's shoes on the sofa. But was she so sure she saw Sherif's shoes on the
sofa?"
 A: You nailed it! These tongue twisters are a terrific way to tickle our tongues and improve
our speech skills.
 B: Absolutely! Twisting our tongues can be terrifically fun and tongue-tastically tricky!
[Link] Says Vocabulary: If you say, "Simon says [word]," students must act out or mime
that word. For example, if you say, "Simon says 'elephant'," students should mimic an
elephant with their arms and trunk. If you say a word without "Simon says," students must
stay still. If anyone moves, they are out for that round.
[Link] Charades: Create a list of words or phrases related to your lesson or unit on
cards. Have students take turns drawing a card and acting out the word or phrase without
speaking.
[Link] Basketball: Set up a small "basket" (e.g., a waste bin) in the classroom.
Prepare flashcards with vocabulary words on them. Have students stand at a distance from
the basket. When you show a flashcard to a student, they must quickly provide a sentence
using the word and then attempt to toss the flashcard into the basket.
[Link] to what I say: Listen and do what I SAY. “Point to your hand.” vs you point to your
head.
[Link]’s Changed? Usually, What’s Changed sees a student go out of the class, everyone
changes something, then the student comes back in and says what has changed. Before
 the class, change 10-15 things around the room. For example, turn posters upside down,
put books in the wrong place and move chairs and tables around. When students come in,
they can each identify one thing that is out of place, like “the verbs poster is on the
window”.
[Link] Potato: Choose a vocab category. Get students in a circle, and choose one to start
with an imaginary hot potato, juggling it so they don’t get burned (extravagant miming is
encouraged!). When they say a word in the category, they can pass the hot potato to the
next person in the circle who then says a word in the category and passes it on again. If a
player repeats a word somebody already said, or takes too long (5-10 seconds), they get
BURNED. They lose a hand (behind their back) and have to juggle one-handed. If they get
burned again, they only have their head to juggle with. Then, a final burning means
they’re out of the game.

Miracle workers
1. Step 1: Each student receives a handout with the names and description of 15 miracle
workers. Each student should divide them into three groups of five: (a) the five most
desirable ones for himself, whose services he would like to obtain; (b) the next most
interesting ones; (c) the five least desirable ones. Step 2: In small groups or the whole
class together, students compare their lists and try to find out if they agree on a few not
very desirable miracle workers. They should try and discover a pattern in their choices,
e.g. 'What values are dominant in your choice of the desirable miracle workers?'
2. Unfinished sentences. The class is divided into two teams of equal size. The chairs are
arranged in two circles, one inside the other, facing each other. Each student receives a
handout and sits on a chair. There are always two students facing each other. They each
continue the first of the unfinished sentences on the handout and talk about their
sentences. The students in the outer circle then all move one chair to the left and do the
second sentence with a new partner. They continue moving on after each sentence until
all the sentences have been discussed.
[Link]. Step 1: Each team or group receives a copy of the handout. The students now
have to discuss what evidence each of them would accept as regards the truth of each
statement. They should not discuss whether they believe that a statement is true but what
evidence would convince them. If the students cannot agree on acceptable proof they
should note down their differences of opinion.
[Link] and Guess is one of the easiest getting to know you games for small groups.
Each round, participants write down the answer to a prompt on a slip of paper and put it in
a bowl. Then, a host reads out each reply, and players must guess which player wrote the
answer.