TEFL Lemon Juicy Warmers PDF pack

8/18/2019 TEFL Lemon Juicy Warmers PDF pack

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Print thisPDF and

keep in the

teacher’s

office.


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The Chain

Really simple but fun

warmer today...

At the start of theclass, get yourstudents sitting in acircle. One studentstarts by saying a word.The next student mustsay a word beginningwith the last letter ofthe first student's word.

The next student must then say a word starting with the last letter of theprevious and so on and so on, around the circle.

1. Love

2. Elephant

3. Talking

4. Good 5. Daydream

, etc, etc...

The object of this game is just to get the class warmed up and using a littleEnglish before you start your 'real' class, so just have some fun with this.

See if you can make it three times around the circle! Lower levels or youngerclasses can use their course books to help.

Tip: Keep this light-hearted. Be ready to help student's if they can't think up of aword. Always keep your students' confidence high.


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Go Bananas

This is a really funny classroom gamewhich your classes are guaranteed not to

have done before. It is a mix of a sentencestructure game and an unusual Indian sportcalled Kabadi!

1. Get a sentence or two of a recently studied topic, or just something level appropriate.

2. Photocopy this out so you have the same sentence twice. Try to make the words niceand big, at least size 48 on Word.

3. Cut the sentences up into individual words and put them into two separateenvelopes. Both envelopes should contain all the words needed to make the originalsentence.

4. Divide the class into two teams. If you have a big class, make three teams and threeenvelopes.

5. Put all envelopes on a table at the other end of the classroom.

How to Play

1. Get teams into lines

2. One student from each team must race out to try to put the sentence into order atthe table. However, while they do this, they must not breathe in!! To prove they are not

cheating, they must constantly say 'Banana' over and over and over again!3. As soon as they can't go on, they must run back to their line and tag-in the next

student who runs in and takes over from where the last student left off . Again, theymust say 'Banana' constantly until they can not go on and have to return for the nextperson. The first team to get all of their words into the correct order wins!

Tips: Don't make the sentence too short, otherwise the first few students will finish itwith the rest of the class not getting a go and feel disappointed. Similarly, don't make ittoo long that it becomes an impossible exercise. You may have to experiment a littlehere to get the right balance. Perhaps go to the class armed with two sentences.

If you plan to use this with multiple classes, consider usinga dif f er ent colour ed f ont for each team. That way, at the end of the class, youcan whack all the words back into the right envelopes according to colour ratherthan having a big, mixed-up pile of random words to sort out on your precious breakbetween classes! No colour printer? No worries, simply run a different coloured felt-pen on the reverse side of the sentence before you cut it up.


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Human Bingo

This is a brilliant warmer whichwill get your class speaking

straight away!

The best thing is that you canadjust the difficulty to suit anyage or any level...so you can alluse this today!

1. Give each student a sheet of A4 paper .

2. Each student uses a pen to divide the sheet into 9 sections, like a naughts andcrosses board - two lines across, two lines going down.

3. The teacher writes around 15 questions of the board to suit the level of the students.Easy for small kids, harder for advanced students.

4. Each student chooses eight of these questions and writes the questions in thesquares, leaving the centre space blank.

5. Students then must speak to eight different students to get their answers. These

answers are written on their paper.

6. At the end of the activity, have feedback. For example:

Teacher: Who spoke to Lucky?

Student 1: Me

Student 2: I did

Teacher: What did you ask her?

Student 1: What time do you wake up?

Student 2: Tell me three shops.

Teacher: What did Lucky say?

Student 1: She wakes up at 7am

Student 2: Supermarket, greengrocers,

bookstore


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Activity of the Day:

Word Grab

This is the perfect activity to lift adreary class!

Choose a suitable song (not too fast),and choose about 15 keywords fromthe song. Write the words in bigletters on paper and stick the wordson the blackboard.

Also write about 5 words which don't appear in the song and put these on the boardtoo. Be sure to put all the words in a random order.

Get the students into two teams and have them form lines.

Play the song and the first student of each line has to run out and grab the wordthey hear off the board. If you are worried about your words getting totally wrecked,then just have students point to the correct word. (Each student only gets one try,they can't just point at all of the words until they get the right one!)

This is a great game which is good for listening practice. If you need to, you can playthe song twice or pause it where needed.

Tip: Remember if you choose your one of favourite songs, which you have listened to1000 times, then this will seem easy to you. Remember that this could be the firsttime your students may have listened to it and they won't know what is coming next inthe same way you do! Take it easy with your students...


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Lottery Winner

*Note: You can do one, two or all of

these activities depending on whatyou want to do and how much timeyou have)

Lead in (5-10 minutes)

- Ask class if they know what alottery is. Ask if there is a lottery inChina (there is, Sports Lottery, WelfareLottery, etc). Do any of your studentsplay? Why/why not? Have they won anymoney before? How much?

Activity #1 - The Newspaper Interview (30-45 mins)

- Get a photo of a lottery winner. Show the class and tell your students that they have just won $200,000,000. Ask your students how he/she might feel. What do you thinkhe/she would spend the money on? Get ideas.

- Tell students that they are newspaper reporters and have to get an interview withthe lottery winner. Have pairs of students think of 4-5 questions they would ask thelottery winner for the newspaper. When finished, interview different pairs of students.

Activity #2 (20-30 mins) - What to do with the Money?

Put students into groups to decide the best way to spend the money and present it tothe class. They can either get mansions, golf courses in their back garden, etc, or canbe more imaginative or charitable, up to the groups!

Activity #3 Lottery Draw! (15-20 mins)

- Before class, go to the shop and buy 12 ping-pong balls and a black permanentmarker. Write numbers 1-12 on each ball, and put them in a bag. If your students wantto, collect 0.5RMB from each student (or 1RMB if they are high-rollers haha) and handthem each a slip of paper. Tell them that they are going to play the lottery. Each

student must write three numbers from 1-12 on their paper. Go around and checkeach paper to see that it has been done right.

- Tell the class that they will play the lottery. You will pick three balls from the bag. Ifthey can match two numbers, they win 2RMB. If they match all three, then they win thepot!! (You can usually play 3-4 games before the pot is empty). Ask the winners andlosers how they felt afterwards.


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The Toilet Roll

This activity is great as a

warmer or a firstclass icebreaker .

By a toilet roll from the shop andbring it to class.

Sit everyone in a circle and hand the toilet roll to the first student. The toilet roll isobviously a very unusual thing to bring to class, so everyone will be wondering what isgoing on and you'll have their interest.

Give the roll to the first student and tell them to tear off between 1-4 sheets. Don't saywhy just yet.

The roll then travels around the room, with every student choosing to tear off between1-4 sheets each. When it gets back to you, you also can either take 1, 2, 3 or 4 sheetsof toilet paper.

Students (and you) then have to say something about themselves. If they have onesheet, they must tell the class one thing about themselves. Two sheets, two thingsabout themselves. Three sheets, three things, and so on.

This is a fun and simple way for everyone to say something about themselves andto break to ice for a class.

Tip

My mate played this with his class and grabbed a half-finished roll from his bathroombefore coming to school, only to find that no students wanted to touch it in theclassroom and the game fell apart. Use a fresh roll to save yourself the hassle.


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Level: Any Level

This game is fun and challenging atthe same time. It can be adapted forvirtually any subject and any gradelevel.

It allows the students to reviewmaterial they've learned, without havingto get out a pencil and paper andanswer questions from the text.

What to Do

Arrange 6 chairs in a circle with students seated in them and choose one person,the teacher or another student, to stand outside the circle.

Give someone sitting in the circle a stuffed animal - the funnier the animal the better!If you don't have a teddy, then find some other cool passable object, it doesn't reallymatter.

The person outside the circle states what the person holding the animal has to namesix of , for example, six classroom objects, or six things in the city, or six verbs, etc.

The person then starts passing the animal around the circle from student tostudent as fast as possible.

The person standing in the middle must name six of the objects before the animal getsback to him or her.

If the player can say six items before the teddy gets back to the first student, then

he/she has won. If the teddy gets back first before the player has said sx things, thenthe player in the middle loses!


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Pairing up

students

During your classes, teachers willneed to pair up students.

This often means just pairing upstudents with the person they aresitting next to.

This should be avoided.

Always having the same pairs means students miss out on interacting with oneanother and the class dynamic won't be as strong and fun. Try to mix things up.

Ball o' String

I got this idea from an English teacher who is teaching in Spain. It is really simpleand will guarantee that you will have different pairs each time you try it.

Get a ball of string from the shop and cut several lengths of string, a few metreslong each. If your class is 20, cut 10 bits of string. If your class is 14, cut 7 lengths ofstring and so on - one length of string per pair . If you have odd numbers, put onegroup into a three or you join in yourself.

Get everyone to stand up in a large circle. Have all of the string bunched up in a ball inyour hand (but not tangled up) with the ends poking out.

Ask each student to grab one end of a piece of string and gradually walk backwards.They will be left holding the string with their new partner at the other end...so easy!

This is a very fun and original way to choose partners and you'll be the coolest

teacher in your school for sure!


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Fun with Intonation

Use this activity to underline the importance

of intonation when your students, as theyoften do, talk like robots. Basically, get themto say the words in quotation marks in thecontexts that follow.

Say 'Hello'

to a friend you haven't seen for 3 years

to a neighbour that you don't like

to a 6 month old baby

to someone you have just found doing something they shouldn't

to someone on the phone when you're not sure if they are still on the other end

Say 'Goodbye'

to a member of your family as they are going through the boarding gate at the airport

to someone who has been annoying you

to a child starting his very first day at school

Say 'How are you?'

to someone you haven't seen for 20 years

to someone who has recently lost a member of the family

to someone who didn't sleep in their own bed last night

Say 'I never go to pubs'

by a person that totally disapproves of drinking alcohol to someone who often goes topubs

as a response to someone who has told you they sometimes go to pubs

said before: '…but I quite like discos.'

Say 'What have you done?'

to someone who claims to have fixed your television only that now it's worse than before

to someone who is scolding you for not doing anything when you suspect the sameabout them.

to someone who has just done something very bad and which has seriousconsequences


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What are the

Darwin Awards?

The Darwin Awards are given outto very, very stupid people who help thehuman race by taking themselves outof the gene pool by either death or bysterilizing themselves i.e. a mandangling his nuts in a golf ball cleaningmachine for a laugh (this hashappened....)

Using the Darwin Awards in the Classroom

About ten years ago, I was teaching an adults class for EF English First Xi'an. The unitwas about 'Greatest Human Achievements' and the language point for comparat ivesand sup er lat ives . I flicked through the pages in the office and decided that the unitwas incredibly bor ing , but had a felling that it needn't be...

I decided to put a twist on it and do the Darwin Awards to contrast with the Greatest Achievements. We looked at the Darwin Awards and some of the winners and whatthey had done 'to win'. The students absolutely loved it!

What we did

Following reading through a couple of real award winners, students were put intogroups and had to invent their own Darwin Award stories (using the language point) -they were really creative here! Some stories were amazing!

At the end, they acted out their stories for the class. It worked perfectly; lots of smiles.

If you have an adults class this week, a university class, or a Salon Class in anadults language centre, then try out using The Darwin Awards!


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Message on a Lollypop

This Young Learner activity is for

kids who are just beginning toread and write in English. Youcan easily grade this activity tomake it super easy or a bitmore challenging. It is bestsuited with a maximum of 12 orso students.

In a nutshell, your students will be given a lollypop each with a small, secretmessage wrapped around the lolly stick. They need to unravel this, and then go to

the board to work out what the message says from the key you have stuck to thewhite board. They then have to write down this message on a piece of paper toshow you. When they have sussed it out, they can have their lolly.

Preparation: A few days before class, pop into a corner shop and buy one lollypop perstudent in your class. They are only 1RMB each, so no big sweat.

Choose a suitable word or small sentence for your class. If you have 5 year-olds, thismight be 'dog ', 'cat ' , cow' , whatever. For slightly older classes, it could be 'My nameis ' , or 'I lik e .....' . I'll leave this to you.

First prepare your key for the whiteboard. In the teachers' office, jump onto MicrosoftWord and type out on one page letters A-Z in Arial font and then type each letter A-Zagain out using the WEBDINGS font (Webdings are little fun pictures instead of A, B,C, D, etc). You should be left with the whole alphabet and the corresponding symbolsfrom Webdings. 26 letters, 26 matching symbols. Print this page, go to the photocopierand print it out to A3. You now have a big, clear key to stick on the whiteboard foryour students to follow.

Now for the messages. Jump back on the computer and type out short words or

messages using the Webdings font on Microsoft Word. You can either choose themall the same, or have a couple of different messages. This is more fun for the kids in myview.

Print out the page of coded messages, cut them into individual strips (one strip perstudent) and wrap them around the lolly stick. Job done!


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(The vocab used in this example is for'food', but any lexis is fine for thisflashcard game)

Sit down in a circle and pass the first

flashcard to the child on your right. Asyou pass the card say the word, or ashort sentence, e.g. “Carrot”, “It‟s acarrot”, “I like carrots”, etc.

That student must pass the card to thenext student, repeating what you havesaid. Then that child passes it on to thenext and so on.

In the meantime, you have passed a new card to the first student, then another, thenanother and so on. Students are then continuously receiving cards and passingthem on, saying the correct word or phrase.

Start slowly at first and gradually speed up. When they have had some practice with thisand are able to do it quite well, you make the activity more complex.

Instead of only passing the cards round in one direction, you pass a card to the studenton your right but then you pass the next card to the student on your left. So cardsare moving around the group in both directions.

It's a good way to develop vocabulary and to get your students to use short phrases.


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Help Me

This is a fun warmer to start off your adults'lessons this week.

1. Get students into small groups

2. Tell the class that you need help with someproblems

3. Groups must take it in turns to call out help foryou

4. Before you start, write a problem on the board and write down suggestions ofhow you can be helped to show the class what they need to do

5. You are now ready to begin. Get one idea from each group, then change to anew problem. Keep going for a few minutes, then start your usual class.

Example problem: I have a headache

"Take an aspirin"

"Stop drinking beer"

"Lie down"

Example problem: I have no money

"Ask for a raise"

"Get a new job"

"Get out of bed"

Example problem: I have missed the bus to work

"Catch the next bus"

"Run!"

"Call work to tell them you will be late"


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The Paper Plane

Game

Draw a target (with points - like adart board) on the white boardor use a cardboard box in themiddle of the room.

Students then make paperaeroplanes and get to launchthem after they answer yourquestion in the form of asentence.

Encourage students to answer in sentences, rather than single word utterances.

You will be suprised just how hard students will try to say the answer , repeat yoursentence, or whatever, just so they can throw their paper plane!

I recommend giving a prize to make the target points mean something, thus peakingtheir interest in the activity.

Lastly, use scrap paper for this activity. Large packs of new A4 paper are costly forschools and a ball-ache to go and buy, so get some use out of the scrap paper box.


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Icebreaker Skittles

An Ice Breaker is a simple activity for

the first class of a new term.

In a new class students may well notknow each other yet (and nor will youknow them). They may well be shyabout speaking also.

An ice breaker is designed to do several things. Good ones will relax theclass and create a friendly atmosphere. They will also allow you to get a good ideaof the level of the class and see how different students work together (or not, as

the case may be).

Skittles! Buy a big pack of Skittles (enough for five Skittles per student) and goaround the class giving each student five Skittles. Important: Tell your studentsthey can't eat their Skittles yet!

Now go to the board and write the following:

Red Skittle = Favourite hobby

Blue Skittle = Dream job Yellow Skittle = Favourite place

Orange Skittle = Favourite film

Purple Skittle = Wildcard - ask any question you like

Students now have to go and meet other students.

Student A offers Student B a skittle to eat and this student must choose one and askthe matching question e.g. Takes a blue Skittle and asks "What is your dream job?"Student A then takes one of Student B's skittles to eat and also asks a question.

After this, both students must walk off and find new partners.

Keep going until each student has spoken to five other students and all the Skittlesare gone!


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I have never…

This is a fantastic game which practicesthe use of the present perfect

tense and using the past participle.

Your students will absolutely LOVE thisgame and will want to play again andagain.

What to do: Ask examples from your class of things they have NEVER done. Writeyour students' suggestions on the board. For example:

" I have never been to

Shanghai"

" I have never eaten

snai ls"

" I have never f lown a

hel icopter"

" I have never r idden a

horse"

" I have never played

gol f "

After you have gotten ten or so ideas on the board, ask your students to move their chairs sothat they are sitting in a large circle. You, the teacher, should now stand in the middle and sasomething that you haven't done (whether you have done it or not is irrelevant). For example,you might say:

" I have never dran k water."

Now tell your students that if they HAVE drank water, then they should move and swapplaces with another student. Naturally, everyone will get up and move places. Give two moreexamples and have students get up and move around, for example, "I have never ridden abicycle". Again, any students who HAVE ridden a bicycle should move.

On the third time, you yourself should quickly take a seat and leave one student in the middlestanding. Your students will find this very funny!

Now it is the student in the middle's turn to say " I have n ever..." . Again, your students mustget up and switch around if they HAVE done it. This is a fast paced activity which your studentswill love!


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This is a dead easy activity to set up and cancreate a lot of laughs!

Get some A4 paper and cut it into quarters. Oneach piece of paper, write a situation of twopeople in a sticky or embarrassing situation.

Have one situation for each pair of students. Hereare some examples:

- A man catches his wife cheating

- Someone wants to take money from his account, but he only has 10RMB in the bank

- A doctor fails an athlete in a drug's test after a race

- A store detective catches a shoplifter

- A woman is late for work for the third time in one week

- A boy kicks a football through his dad's new greenhouse

- A dad buys his daughter a new phone, but it is like a brick and she hates it

- A woman wants to die her hair brown, but it comes out blue

- A blind date goes horribly wrong

, etc

Give each pair of students one role-play card each and give them 5-10 minutes to make theirown dialogue. They can then act it out in front of the class.

*Tip 1: before pairs act out the dialogue, separate each pair , as they will just keep planning theiown dialogue and not watch the acting pair/will just continually talk to each other through eachperformance.

*Tip 2: Teacher can make notes of any interesting parts/language errors to go through at the

end


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The Dinner Party

Tell your class that this

weekend you are having

a dinner party. There willbe good food, good musicand good company.

Tell them that you have

invited five very, very,

very special guests to

the party and ask your

students to guess who

they might be. Get someanswers from them.

After you have got a few ideas, reveal your list of five special guests. Hereare my five, you can choose any you like:

Helen Keller

Elvis Presley

Nostradamus

Neil Armstrong

Queen Elizabeth II

Make sure that your five are well known and have some no longer living.Tell your students why you have chosen your 5.

Now tell your students to make their own list of five people for their own

dinner party. They can be alive or dead, but can't include their own friends orfamily, who will be coming anyway.

After they have made their list, have each student tell everyone who wason their list and why they were chosen.

This is a quick, easy and fun speaking activity which requires no special preparation.


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Newspaper Sumo

Get a large newspaper and pull out onelarge page and lay it in the middle ofyour classroom.

Get two equal-sized students to standwith their backs facing each other

with their toes just touching the

edges of the paper (their

backs won't be touching at this point and

there will be a large gap between thestudents)

Ask the students a question and the first student to answer correctly gets to take halfa step backward. Keep asking questions with the fastest student to answer always

taking half a step backward. When their backs are touching each other, you may stop

asking questions and it is time for battle to commence!

At the count of three, students must try to walk backwards to push the otherstudent off the paper . As soon, as any part of their foot has come off the newspaper

and touched the floor, then that student loses! You can then get two new students in toplay.

Just make sure that both students are equally matched in size and weight and don't

expect your newspaper to last very long either!

Play this game at your own discretion. Don't be afraid of one student flying off headfirst,

it doesn't happen, students generally just put a quick toe down off the paper for balance.However, do stand close just in case.


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Marooned!

Get your class into pairs or 3's, and

tell them that they have been

marooned on a desert island. The

next ship will pass in 6-12 monthstime.

(If with a lower level class, a picture of someone marooned on a desert island willhelp with the explanation).

There is fresh water on the island, as well as loads of fruits, nuts and

berries. Food and water isn't a problem.

Ask each group to make a list of five things they would like to have with

them for their time stuck on the island. They can have anything they want,but the rule is that

they must be able to carry it, so a boat or helicopter is out!

Give them five minutes to make their list and walk around helping withlanguage. At the end, get each group's ideas and discuss them.


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Word Tennis

This English teaching game is anideal warmer when teaching

English to kids, especially 6 to 13year olds. It is an excellent way toreview vocabulary. It also teaches

category names to the students.

Divide the class into 2 halves.

Write the team names on eitherside of the board at the top. Leave

a space in the middle of theboard to write a list of categories.

Write the first category [for example, animals]. Have the students read this to

you, if they can't read it yet, you can read it to them. Repeated exposure to thecategory names will help them recognize them.

Point quickly to the first student. The student must respond with an animal name within a

few seconds. Then the 'ball' bounces to the other team, and the first student quickly givesthe name of another animal. Then the second student on the other team answers.

This game must be done quickly, and without any repetition of vocabulary. When

a student cannot answer, a point is given to the opposing team, and a newcategory is written on the board. The whole process is then repeated. Ideally thisgame should be a fast review of vocabulary items.

The very first time you do this activity, the students may well need help. However,

once they are familiar with it, then it should become faster .

Any categories can be used from vegetables to verbs, and places in the city to partsof the body. Sometimes teachers stop using TEFL games like this when the children

know animals, fruit and other simple vocabulary. However, this English teaching

game can also be used to teach more advanced vocabulary categories [forexample things that melt, personality types...] can be used


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Clothes Race

If you teach elementary levels, be it

Young Learners, teens or adults, atsome point you are going to have a uniton your course looking at clothing.

If you are going to be covering this topic

in the next few weeks or months, thenread on and remember this little beauty...

In the week before class, get from home several items of common clothing - jeans,hat, T-shirt, jumper, socks, etc. Beg, borrow or steal items of clothing from acolleague so that you have clothes for both sexes. Get all the clothing ready in a bigbag and your preparation is now complete.

In Class

Get everyone sat in a circle and use the clothing to pre-teach the vocab. Passaround a ball of socks from one student to another. Get them to say 'These are socks' ,

or 'This is a T-shirt' , as they pass the clothes around. Actually holding and passingreal clothes, whilst saying what they are will help them to remember the names ofthe clothes much better than a picture in a book!

When you feel you are ready, put the class into two teams and have them form lines.Dump all of the clothes at the other end of the classroom.

When you are ready, call out the name of an item or two of clothing and the first two

students must run out, locate that item from the pile (have two of each item if you

don't want your T-shirt stretched!) and get them to put it on and return to their line.The first player back wearing the correct item gets a point for their team.

As you go on, you can call out two or three items which makes the game morechallenging and funny. Getting the boys to race out and get on a dress is a particularwinner with your class!

This is a great way of teaching clothing and your students will remember the vocabmuch more effectively, whilst having an awesome time in class.


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Grandma Went Shopping

This is a great warmer or time fillerfor your class if you finish earlierthan expected.

Get your class in a circle and say

"My grandma went shopping and

bought a bike" (you can say anyitem here

really). Now get the student on yourleft to say "My grandma went

shopping and bought a bike AND

a ...." (the student on your left addsan item).

The next student along now says "My grandma went shopping and bou ght abi ke, a ..... AND a ......"

Keep going around the class and see how long you can make the

chain. The students shouldn't write anything down, just use their

memory.

For elementary students, this is also a good game to practice the use of a/an/some.


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This is an adventurous whole-class

activity which involves lots of speaking

and interaction. This activity can bedone with ages 8-80!

In a nutshell, your students will be going

around to three 'supermarkets' in your

classroom to buy the goods on a

shopping list you give them for as littlemoney as possible. The winning teamis the team which buys all the items ontheir list for as little as possible!

Before class, set three tables in your classroom. These table zones will beyour supermarkets. Spread them apart as much as you can. On each table, put a listof items which that particular supermarket sells and how much each item costs.

When class begins, tell your students that a few of them will be shop assistants in a

supermarket and the rest of the class will be shoppers. The shoppers will have to buy

items on a list given to them. Before you begin the activity review all the keyvocabulary (the items on the list) and the language needed to buy and sell.

For example:

Shopper: "How much is 1kg of bananas please?"

Assistant: "That will be $9"

Shopper: "Here you are"

Assistant: "Thank you, please come again"

Once you have reviewed the key vocab and the important language, then you are readyto begin.

Depending on how many students you have, choose 1 or 2 students to work at eachsupermarket. The rest of your students, put into pairs. Explain to the whole class

that each pair will be given a shopping list and that they need to speak to eachperson at the supermarket to buy these items. The pair who buys everything


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using the least amount of money is the winner. Each team starts with $150 (you candownload dollar bills from the internet and print them off easily).

When making the price lists for each supermarket, make sure that some items arecheap, the others are more expensive. This way, students will have to continually shop

around and be repeating the language at all three locations, rather than buying all

items in one place.

Here are two examples:

'Insta-Saver Supermarket'

1kg of bananas $15

Bread $4

Cheese $10

Toy car $12

Mini pizzas $13

'Food World'

1kg of bananas $12

Bread $5

Cheese $11

Toy car $9

Mini pizzas $17

Float around the room lending a hand when needed and listen out for any languageerrors which you can either help with straight away or go through at the end if you wish.

Depending on the level/age of your students, you can adjust the difficulty and numberof the items on the list. For lower levels, use words like 'bread' and 'milk', for higherlevels you can use items like 'ketchup, 'chicken fillets' or 'instant noodles'.

After a supermarket has sold an item, they should take the money and tick it off the

customers list. This is a very cool activity I have done a few times before and isactually really easy to set up. All you really need is some money you've printed off.


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Adverb Madness!

Adverbs are mostcommonly used to modify and give morinformation about a verb. Check these tw

examples:

"John walks to school."

"John walks to school s lowly ."

Here, s lowly is the adverb and it gives us much more information about how Johnwalks to school.

How to Play

Get ten flashcards of some common daily routines or activities. Here are some

ideas: brush ing teeth, eat ing breakfast, playing footbal l , shopp ing, catching th ebus, doing homework , etc.

Now get some large word cards of some common adverbs. You should pre-teach or

revise these. Here are some

examples: quick ly , s lowly , angr i ly , beauti ful ly , loudly , quiet ly , bl indly .

You can choose the activities and adverbs to suit the level of your class.

Now ask a student to come to the front of the class and choose one activitycard and one adverb card. The student should look at these, but not tell the otherstudent what they chose. The student now gives you back the cards.

The student should now mime the activity and adverb to the class (no speaking at all),

for example, "brushing teeth bl indly ".

Students should try to guess what it is. The first student to guess gets the next go!


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Have you got our free pocket

Chinese mini-menu?

Click on this picture to

download for free!

The mini-menu is great fun to make

–

simply

print, cut, fold and glueand you have a full

Chinese menu for your pocket, wallet or bag!

(Switch on your VPN if in China)

https://www.dropbox.com/s/u3tdra81uf9vvhj/ESL%20in%20China%20Mini-Menu.pdf


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The TV Interview

This is a very simple,yet effective way to

get your studentsspeaking English. Aswith any language,

the more chance the

students canactually speak and

produce, the fasterthey will improve.

Basically, in thisactivity, your students

will be performing aTV or radio interview.

Before class, make some interview scenario cards. Simply get a piece of paper or

card and write different interview situations on these cards. Be as imaginative asyou like.

Here are some interview situation ideas:

Interviewer and a rock star about to go on tour.

Interviewer with an Olympic gold medalist.

Interviewer and a Hollywood star

Interviewer and a man just released from prison.

Interviewer a Presidential candidate

Interviewer with an athlete who's just failed a drug test.

Interviewer with lottery winner.

Divide your class into pairs (or three's if you want two interviewers). Let each pair

pick one of your cards and then give them some time to plan what they aregoing to say and the questions/answers. You can then have them show the restof the class their interviews!

Tip: Separate the pairs when they are watching others perform their interviews. If you

don't separate the pairs, they will just continue to plan their own interview and will payno attention whatsoever to the performing group.


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Secret Student

Next time you take a flight,

remember to keep the eyecover each person gets and put

it in your bag to take home. Theyare great for the classroom!

There are many ways you

can use a blindfold in classesfor learning English and today Iwill look at one for 'Warmer ofthe Day'.

Get your students to stand in a circle and have one of them standing in the middle ofthe circle blindfolded. Now ask all of your students to swap places quietly, so that theperson in the middle doesn't know where everyone is standing.

The teacher now goes into the middle and spins the student around a few times andthen asks the blindfolded student to point their finger . Whoever the student is pointing

to have to come into the circle and talk to the blindfolded person, but must not say

their name. The blindfolded student then must guess who it is. The chosen studentmay change their voice (students find this hilarious!)

For example:

Blindfolded student: "How are you?"

Chosen student: "Fine thanks!"

Blindfolded student: "What did you do last night?"

Chosen student: "I did my homework and then watched a movie."

etc.

This is a fun way to get people talking and for building class rapport. If you don'thave a blindfold, then a scarf works just as well!


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Cross the Line

This is a very simple game which

can be played with teens and

adults who are Pre-Intermediatelevel and upwards.

Make a line down the middle ofyour classroom (you can use

rope, string, bags, whatever). On

a piece of A4 paper write a topic,

for example, 'cars'. On another

piece of paper write 'publictransport', for example.

Lay one piece of paper on one side of the line and the other piece of paper on theother side of the line.

Now ask your students to stand on one side of the line or the other by deciding if 'cars'are more important to society, or if 'public transport' is more important. This is apersonal choice and not one as a group, so students can stand where they like.

Once your students have chosen which side they wish to be on, they must persuadeother students to 'cross the line' and come over to their side. Encourage students to

'cross the line' if arguments are good. (You can help this by being the first to cross theline yourself to set the example.) This is a great way to develop talking and languagefor argument/discussion...

"I believe that..."

"I disagree with you because..."

"Although what you say is important, I feel..."

"I agree with you on this point, however..."

Other topics could be:

Books vs Internet

Music vs Clothes

Chopsticks vs Knives and Forks

Eating meat vs Being a vegetarian

Television vs Telephones

Small shops vs Big Supermarkets

University vs Getting a trade


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Running Dictation

Running Dictation is an ESL classic, but theremay be many of you teachers out there who, for

one reason or another, haven't heard about this

TEFL gem. If that is you, then you are in for a realtreat! This activity allows the students to practice

reading, speaking, listening and writing skills all

in one awesome go.

Have printed out a text appropriate in length and difficulty for your class. Ideally, it should be

no longer than a paragraph for older students and a few sentences for younger students,

otherwise the activity will take too long and overrun. Before your class, make sure you caneasily read the text from at least 1m away.

Stick the text on the wall with sticky tape about 30cm above the eye-level of your students.Divide your students into pairs and have them all sitting well away from the text you have stuck

on the wall.

Have one student sitting down with a pen and paper. The other student needs to run to thetext, read and remember as much as she can, then return to her partner and tell them what the

text says. The seated student listens to this and then writes

this down. The running student will need to run back to the text (she won't remember it all forcertain!) to read some more before again returning to the partner who again continues to listen

to the text and write. Keep going until the the text has been fully written out. Make sure the runnerand writer switch halfway through the game, to make

sure that all skills are practiced by every student

Some points to remember

In addition to practicing all the skills, its more fun for the runner than the writer, so do make sureto change them over halfway through the game.

Don't allow the students who are running/reading to write anything at any stage. No pens andpaper at the wall.

Also, don't allow shouting from the wall over from their partner. The room quickly becomes a

shouting match and nothing is achieved. Have your runners, read the text at the wall quietly, runback and whisper to their partner.


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Don't allow students to run back, pick up the pen and write themselves.

Older students will try to take a photo of the text with their phones to show their

partner so they don't have to remember the words and to get an advantage. Don'tallow photos to be taken of the text. If your students do take a photo, don't get angrywith them, just give them a little laugh and take their phone away until after the game.

This activity should be done in a race format to encourage competition and

motivation. If it is done correctly and managed well by the teacher, then this is one of

the best ESL activities out there, where there is an element of speaking, reading,writing and listening throughout.


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Timebomb!

'TIMEBOMB!' is a really fun

game for students of all ages and

it helps them to practicenumbers.

Have your students stand up in a

large circle. Stand in the middle

of the circle and blow up a

balloon. Try to get the balloon as

full as possible, without bursting

it (you may want to have a fewspares in case it goes bang!)

Tell your students that you are holding a time bomb and it will blow up when it getsto zero!! Be holding a pin or a sharp pencil and let them know you will burst theballoon when the count gets to ZERO!!

Give the 'time bomb' to one of your students. They start with the count of 60 and canchoose to say one number or two numbers before giving the balloon to the person to

their left. For example, they can either say '60' or 60, 59'. The person taking the 'time

bomb' now has to say the next number down (or the next two numbers down if theychoose to say two numbers instead of one).

Example:

Student 1: 60, 59...

Student 2:58...

Student 3: 57...

Student 4: 56, 55...

Student 5: 54, 53...

As the balloon goes around the circle, each student taking the 'time bomb' has to countbackwards by either one number or two numbers all the way until someone

eventually gets to ZERO! Whoever is holding the balloon when it gets to zero has theballoon burst by the teacher whilst they hold it! BOOOOOM!!! (Remember, the countgoes backwards from 60 down to 0). The students LOVE this ga


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In a nutshell, this activity is a cooltwist on the old 'Message in aBottle' activity. Instead of puttinga message in a bottle and castingit into the sea, your kids will write

a message and attach themessage on a helium balloonand float it off into the sky!

What You'll Need: One heliumballoon per student, sticky tape,

paper or tags for your students towrite on, a small photo to

personalise the tag.

What to Do

The class before, ask the students to bring in a little passport sized photo ofthemselves for this class. The front desk can help you make these calls to parents.

Tell your class (either directly or through a teaching assistant) that you want to do a'Message in a Bottle' activity, but instead are going to use a balloon to carry yourmessage through the skies!! You can also tell them that their message will probablyclimb higher than the clouds....enjoy their gasps of excitement!!

(True...they can get to 10,000m!! )

Have a balloon pre-made with a large tag with your passport sized photo on it and someinfo about you. Today my son wrote his name, age, favourite animal, food, colour andhobbies. On the back in Chinese was an explanation of what the activity was about andto get in touch with me (I left my WeChat and QQ number) to say that the message hadbeen found and where it landed!

Ask your students where they think the message will end up! Get guesses and buildexcitement and interest. Then go outside and release your demo balloon! Now tell themthat they will be making their own now to release!

Depending on the age and level of your students, you can write anything you like, aslow as a simple name and age, up to likes and hobbies or a student fact file.


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When the students are ready, attach the tags to each balloon. You can decorate thetags with glitter, stickers, coloured pens and stars. This will make the students evenmore proud of their personal creation and also increase the chance of it being picked upfrom the street in a nearby (or faraway!) city.

A School Marketing Activity

Helium balloons can be expensive and if you have a large class, then you may be out ofpocket a bit. One thing to consider is the marketing value of an activity like this. Tell theparents about it, get them involved, perhaps the school has branded balloons in thestore room or would be happy to order. Image 100's of school branded balloons allbeing released by students into the air....that's WeChat and Weibo gold right there!! Itwill get shared a lot!

Why not offer a free language course in the school to anyone who finds a tag and callsto say where it was found? There is a lot of marketing value in this activity as well as anexcellent way for Young Learners to enjoy writing and have a lovely memory of the timein your school!


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So, you are a foreign teacherhere in China, and you take ataxi. There is a silence for aminute or so, and then thequestions come...and actually,

these first few questionsare usually pretty much thesame and in the same order, justusual 'small talk', to keep the

journey friendly.

"Where are you from?"

"How long have you been here?"

"Do you like Xi'an (or what ever city you are in)?"

"What is your job?"

Etc,

And this got me thinking...I reckon that these opening questions would be pretty muchthe same in any taxi cab in the world, and that you could probably get a goodspeaking activity out of this with your adult English students...

What to do

Tell your class that you are totally new to China and that you got in a taxi for thefirst time just yesterday. Tell your class that the driver was trying to speak to you inChinese, and that you understood some of it, but not all. Your journey was only fiveminutes, so he could only really ask a few questions before you got out.

Ask your class the kind of questions he might have been asking you. Put yourstudents into pairs and ask them to think of five possible questions he was asking you.

Watch the class closely, and when you see them slowing down and starting to lookup at you, then you'll know that they are pretty much done. Ask students to give yousome of their ideas and write them on the board.


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Now ask them to think of a few more questions had your journey been for 15minutes. Again, get them into pairs and this time, circulate around and help withlanguage. Once they are done, get more of their ideas written on the board.

Now, time to move on to the next stage...

Tell the class that they are on business in New York and it is their first day. They arein a New York cab going to a meeting. The taxi driver doesn't know any Chinese, isfriendly, and wants to know more about their new Chinese passenger .

Arrange four chairs in the middle of the class to make your 'taxi', and you the teacher, inthe 'driver's seat. Ask one or two of your more confident students to 'hop in' and takethem to the meeting!! Actually pretend to be a driver, moving your arms, and asking

them the questions from the board! Your students now have to answer thesequestions as though they were actually in New York!

Change passengers frequently and give everyone else a chance to ride in the cab.You can also change drivers and have a student be the driver to get them practicingthe questions, too!

This is a good activity for lower level students, with lots of really good speakingpractice in a fun way.


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This is a very easy activity to

set up and is great for Teens or

Adults.

Hand to each student a coloured

piece of paper (white paper is

also fine, but coloured paper is

more visual).

Ask the students to write one interesting word on the paper, for example, pasta.

Give your students 1-2 minutes to write their word (they may use their phones to help).

When your students have finished, ask them to call out their words one by one until you

have filled the board with words.

Now ask your students to either write a story individually or make a role-play in a group.

Great fun, great language practice and very little preparation!


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This is a TEFL warmer foradult classes. Play this atthe start of a class to getthose English juicesflowing for your main

activities. Although thedescription below is foradults, you can easilyadjust the rules for anyaudience.

What to Do

1. Draw a Naughts & Crosses / Tic-Tac-Toe grid on your board.

2. In the squares, write 9 different topics e.g. sport, China, food and drink,iPhones, your hometown, whatever.

3. Divide your students into two teams. One team is 'naughts', the other teamis 'crosses'.

4. Choose a student from one team and they choose a square. They mustthen speak for 30 seconds, without stopping. If they can do it, their team takesthe square.

5. The other team then has a go and must do the same. The first team to getthree in a row wins. Choose a different student each time.


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No More lives!

This is a quick and easyflashcard game for children. The

purpose of the game is to helpkids to memorise the keyvocabulary in your lesson. Nofuss!

What to do

1. Using flashcards, pre-teach five words from the page in your course book you are on.

2. Now get all your kids to turn around facing the other way and place your fiveflashcards face down in an order that only you know. For example: Car (first), plane(second), train (third), bus (fourth), bicycle (fifth and last)

3. Get the students to turn back around and then hand out eight coloured chips orpieces of paper to the students. These represent lives.

Each chip represents a life!

4. Ask your students which word they think is first. If they get it wrong (for example, theyguess 'bus', then tell them that its wrong and take one of their chips away.

5. Let them guess again. If they get it wrong again, then take another of their lives away.If they get it right, then turn over the flashcard to show them and keep going (althoughthey don't get any lives back, they just keep going.)


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This game is an ESLclassic and an absolutewinner if you teach YoungLearners here in China.

Kids aged 4+ will really

respond to playing thislanguage game and it willhelp them to review wordsor simple sentences verywell.

All you need is a whiteboard, a large dice, board marker and two board magnets. (If youdon't have board magnets, or have a glass white board, then you can simply draw twodifferent symbols for each team).

What to Do

1. Divide your class into two teams. If you have a large class, then you can divide theminto three or four teams just as easily.

2. Draw the following on the whiteboard:


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3. Put both teams' board magnets in one of the grey sections at the start of the game.Both teams start with five lives.

4. Choose a team to start and ask them a question - this could be a 'What's this?'(pointing at a flashcard) or a simple question. If they get it right, then they can roll thedice.

5. Move the team's marker around the board the number of moves shown on the dice. Ifthey land on a ghost or a spider , then they lose a life! Make a spooky, scary noise whenthey land on the booby square!

6. It is now the other team's go. Ask and question and move them around, losing a life ifthey land on a ghost or spider.

7. If a team lands on a grey section, then they don't lose a life or gain one. If they landon the shield, then they get one life back.

8. Keep playing until one team has no more lives. The first team to lose all of their livesis the loser.

Have fun teaching this week!


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This is a brilliant ESL game topractice giving advice. Itshould be played after a 'givingadvice' vocabulary lesson hastaken place. It is a great way

for students to see what theyhave remembered and whatneeds reviewing. This gameworks well with any age group,particularly adults, just adapt itto fit the age you're workingwith.

How to play

1. Write ailments or problems related to your most recent lesson on post-it notes andstick one post-it note on each student's back.

2. The students must mingle and ask for advice from other students to solve theirproblem.

3. Students should be able to guess their problem based on the advice they get from

their peers.

4. Use more complicated or obscure problems to make the game more interesting forolder students.

5. For lower levels and younger students, announce a category or reference a recentlesson, like "Health", to help them along.


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Chinese learners oftenhave difficulty in using a rangeof adjectives and instead justrely on a couple for almosteverything. How many times

have you heard 'My hometownis very beaui t ful ' or 'The food isvery del ic ious '...waaay toomany times....

Students here get comfortable with a handful of adjectives and stick to them. As TEFLteachers, we need to get students out of this hole.

This is an activity where students need to use a wider range of adjectives in order tosucceed.

What to Do

- Pre-teach a number of adjectives to describe size, weight and texture.

- Get a cardboard box and fill it with about 10 different items. For example, a feather, aping-pong ball, a coin, sandpaper, a pencil, a key, etc.

- Now blindfold a student and bring them to the front of the class and seat them in frontof the box.

- Choose one of the items and hold it up for the class to see, but don't tell theblindfolded student which object you have chosen.

- Put the item back inside and the class now need to use language to help theblindfolded student to find the mystery item by feeling inside and lifting it up into the air.

"It's round..."

"It's smooth..."

"It's light..."

"It's rough..."

"It's hard..."

Give everyone a go and build confidence in your students to use more diverseadjectives naturally and comfortably.


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Today's post is a coolflashcard game and anexcellent way forstudents to memorisevocabulary.

You need 10-15flashcards withvocabulary you want toreview.

What to Do

1. Have your students sitting in a large circle. Join the circle and then go through thevocabulary with the class.

2. Choose a good student and have them say one of the flashcards you are holding up.The student is then given this card. Move on to a second student, hold up the card, andget them to say it. This student then keeps this card. Keep going around the class untilevery student has one of the flashcards.

3. Get your students to hold up their flashcards and ask your students to memorise asmany of the flashcards as possible and their position in the circle. After 30 seconds, askyour students to hold their flashcards facing down on their laps so that no one can seeeach other's cards.

4. Choose a student to try to point at another student and saying which flashcard theyhave. If the guessing student gets the word right, then they can 'steal' that newflashcard, so they now have two flashcards and loser has none.

Keep going around the class with students stealing each other's cards. It can be greatfun trying to keep track of which card is where!


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Click on the picture above

to download our Jobs

PDF.

https://www.dropbox.com/s/f9a9utmuike0kjo/RAY%20English%20-%20Finding%20jobs%20for%20you.pdf


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This is a classic TEFL Warmer ,which has been used byteachers for years.

You can use this with mostlevels and it’s a great wayfor your students to wakeup and get switched on foryour lesson.

What to Do?

Divide your students into two teams and have them form two lines facing the board.(If you have a large class, simply make three or four teams.)

Draw a line down the middle of the board and give the first person in each line aboard pen.

At the top of board write a category, for example, Things in the House or Colours .The first student from each line now runs out and writes a word to do with thiscategory in their side of the board. They then run back to the line, give the pen to thenext player and then go to the back of the line.

The first team to ten words, or the most within one minute, is the winner.

Tip: Be on hand to help with spelling and make sure everyone gets a go.

Have fun!


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This is a game that should takeplace after the students havealready been taught the properwords or sentence structure.

The great thing about this activityis that it suits classes of any size,every student is involved in everyround. It's a great chance foreveryone to feel like they canUSE the language.

What to Do

1. Before class, print of some simple pictures which represent what you have beenlearning. There should be no words. These can be single word pictures for lower levelsi.e. pen, book, chair , or a number of pictures which can be used to represent sentences.Below is what I used in my class recently (The tiger can eat meat, the elephant can't eatsoup, the monkey can't drink tea, the cat can eat fish):


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2. Place students into pairs. If you have an odd number of students in your class youcan have one team of 3 students or if you have another teacher in your class you canget them involved and place one of the strong students with them.

3. Have one student from each team stand up and f ollow you out in to the hallway tolook at the first picture. Number or point to the picture you'll be using that round. Theintention is to have each individual tell you what the picture represents, while youcorrect any major mistakes, before releasing them back in to the classroom. They will,in turn, tell their partner what the first picture is. Then the partner has to run to you andtell you what the first picture is (without having seen it.)

4. Give one point / sticker/ high-five to the first few teams to relay the messagecorrectly back to you.

5. Have everyone sit down, ask that the other partner now stand up to do the firstleg of the race. Rinse and repeat. Do make sure that everyone has a go.

Teaching Tips

This game seems to hold the complete interest of all students in a class for a maximumof 6 rounds. Don't drag it out too long and you'll get the best out of this activity.

Even weaker students will want to stand up and have a go with this one, and if they are

a little slow you'll get a little alone time outside correcting them before letting themback in to tell their partner.

There may be more energy than you're used to in your classroom, and you'llprobably get swarmed by a mass of kids shouting the answer in your face, in whichcase you'll want to implement a 'NO SCREAMING' rule.

Go through this activity with your Teaching Assistant before you go into the classroom.If your TA ever doesn't understand your instructions and tells the students what to doincorrectly, it isn't their fault, it's yours. Work well with your co-teacher.


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Have you got a class (or anumber of classes) that simplydon't want to participate - oryou find yourself picking thesame students time after time?

There is a way around it, and Icall this method THE TERRORCARDS.

Materials: Standard playingcards, white sticky labels, marker

pen.

What to Do

Get enough sticky labels and cards so that every student has their own playing card.

Write one student's name on each card (if the students know their English nameswell, just write their English names on the cards, otherwise add their pinyin names aswell)

Then introduce them to the class. Explain that this is how you will be choosingstudents to answer questions - if they answer a question correctly, they can choose acard from the deck.

My students have a love/hate relationship with the Terror Cards - they love pickingcertain students out, but they hate having their name called out.

I recently made my decks a little more interesting by adding "StudentChoice" and "Teacher Choice" into each deck - this puts some power into the hands

of either the student or I.

This is ideal for middle school, high school and university classes - probably not sogood for training centers where the classes are small, but I recommend that you give ita go.


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This activity is suitable forall ages and alllevels where youhave Questions andAnswers, from personal

introductions (name, age,hometown, etc) up to morecomplex stuff such ashobbies, film tastes,whatever.

It‟s a really useful activityand the students will findthis beneficial to improvetheir English.

What to do

Pre-teach a question and answer to the class. For right now, we'll take 'hometown' asan example:

Q: "Where are you from?"

A: " I 'm from Xi 'an, China."

Practice this a few times with your class.

Once you feel they are happy with it, ask all your students to stand up and find apartner . Tell them to play Paper, Scisso rs, Stone with their partner. The winner gets toask the question, the loser has to answer.

They now both go and find a new partner and play again; the winner asking thequestion, the loser answering.

This activity is a great way for your class to mingle and to be producing the targetlanguage repeatedly in an unusual way with different partners; Its works really well andthe students enjoy it very much.

Be on hand to help with pronunciation and kill the activity when everyone has spoken toeach other.


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In this activity students writeabout their ideal day, then get totest how well they know theirpeers by guessing which daybelongs to which student.

This is great for older teens andadults, both for practicing writingand getting to know theirclassmates.

What you wi l l teach

- Writing skills - Expressing creativity and imagination

- Peer correction

- Various tenses depending on lesson aims

The Set up

Tell your class they are going to imagine and describe their perfect day, where theywould be, what they would do, who they are with, etc. Move onto brainstorming-relatedcategories and adjectives (the more creative, the better)

For example: locations, activities/hobbies, friends/celebrities, food/drink.

Note - It’s a good idea to tell each student not to mention their favourite thing, thismakes the guessing game at the end more challenging.

Then you can establish your target tense and do some review if necessary.

Past tense - “Yesterday was my perfect day, it began...

Condi t ional - “My perfect day would start with...

Act iv i ty

Now have the students write about their perfect day. They should have enough ideasfrom the introduction to do this, just encourage them to use their imagination! Once theyhave completed the activity, collect papers and hand them out again. Have eachstudent read a day and then get the class to guess who it belongs to.


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Most people are afraid ofsomething. One of themost common fears isthe fear of spiders. Otherfears may include fear of

heights, fear of snakesand even fear of themoon.

These fears arecalled phobias .

Begin your lesson by giving your students a list of words ending in phobia suchas arachn oph obia, ophid iopho bia, claustropho bia,anthropophobia and selenopho bia . Explain that these words mean fear of„something‟, ask them to guess what that „something‟ is.

Spend a few minutes on this. It works as a great lead-in to the rest of the class.

Conversation Element: Then ask your class if they have any fears. This will openup an interesting discussion between your students. You can use any of the questionsbelow for gentle prompting:

Are you afraid of flying?

Are you afraid of ghosts?

Are you afraid of giving a speech inpublic?

Are you afraid of going to the dentist?

Are you afraid of heights?

Are you afraid of scary movies?

Are you afraid of the dark?

Questions for more advanced levels:

Do you know anyone with a phobia?

Do you know anyone with a strangephobia?

What animal do you think is thescariest? Why?

Have you overcome any of your fears?

How?

Do you believe people can be curedof phobias by hypnosis?

How do you cope with your fears?


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Dear English teachers in China and around the world,

Many thanks for downloading The Big Juicy Warmers Pack.

I hope you and your colleagues enjoy using this pack and that itgives you some inspiration and fun in your classes. If you haveany good games you use yourself, and would like to submit them,then please send them along to me at:

[email protected]

TEFL Lemon is owned by RAY English TEFL Recruitment,

China‟s largest dedicated ESL teacher recruitment agency. If youare looking for a new job in China, then please email me at theabove address and I will deal with your application personally.

All of our placement services are 100% FREE to teachers, so getin touch today!

All the best,

Stuart Allen
mailto:[email protected]:[email protected]

TEFL Lemon Juicy Warmers PDF pack

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