Here is a list of games that I incorporate into my instruction.
Tout le monde qui… Put chairs in a circle. There should be one less chair than people. One person stands in the middle and they will say “tout le monde qui _____________”. Anyone who fits into this category (including the person in the middle) must get up and find a new chair. They must choose a chair that is not their own, nor a neighboring chair. There will always be one person who is seat-less, so that remaining person is the person in the middle.
Some themes are colors (tout le monde qui porte _____), clothing (tout le monde qui porte _____ ), family (tout le monde qui a _______), and food (tout le monde qui aime _______). From jemappellemadame.blogspot.com Document: Tout le monde qui
Pictionary Divide the class into two teams and have one member of the first team go to the board. The teacher gives an index card with a word written on it to that student who tries to get his team to guess the word only through drawing. If the team guesses it within 45 seconds the team gets a point and then the other team goes. Other words are not permitted to be written. Document: Food Pictionary
Hollywood Squares Choose four “superstars” to sit at the front of the room. Divide the rest of the class into two teams. Questions used for the game can be review for a test or any questions. Play alternates between the two teams with one member as a representative. The teacher asks the team representative to pick a super star. The super star answers the question and then the representative has the option of agreeing or disagreeing and giving his or her own answer. If the superstar is right and is confirmed by the representative the team get to put an “x” or “o” in the tic tac toe board. If the superstar is wrong and the representative is right than the representative takes over the superstar seat and gets to put an “x” or “o” on the board. If the superstar is right and the representative is wrong, play just continues. Once one team gets three in a row, the team gets a point and new superstars are picked. Document: Hollywood Squares
Monstre Vert Have one student cover his or her eyes and turn his or her back to the class. Pick a student to be the Monstre Vert. The student who had turned away from the group now turns back and asks each student in the class a question, which they in turn answer. When the person gets to the Monstre Vert instead of answering that person says Monstre Vert and everyone in the class jumps up and grabs a new seat, which leaves one student standing. The new odd person out hides his or her eyes. Continue play. From Helena Curtin, Conference, 1999 (She called it Hodgy Podgy) Document: Monstre Vert
Exhaust your options Have all the sit on the tables. Begin by asking the first student a question, such as Where did you go yesterday? After the student answers, repeat the question for the next student, and so on, continuing until a student cannot respond with a new answer and sits back down. Then change the question and continue to play until only one student remains and is declared the winner. From Sheri L. Petelle, ¡Vamos a Jugar!, MaFLA Conference, 1999
Taboo One student comes to the front of the room. Another student volunteers to write one of our vocabulary words on the board behind him or her. The class needs to get the person at the front to guess the word, but they are not allowed to say it themselves, nor make gestures. Document: Food and Clothing Taboo
Loto Humain Students ask their classmates if they do the following activities. If able to answer yes to a question, the student signs their first name in that box. Each student may only sign a paper once and can’t sign their own. Students finish by having every box signed and yelling out Loto and the game will stop and we will go over who does what.
Outburst Make a half sheet for each of a variety of topics. Write the topic on one side (for example, FAMILY) and vocabulary words on the other side (la mère, le cousin). Divide the class into teams. One team plays at a time. One player from the team draws a card, showing the topic to team members and looking at the vocabulary items on the back. Each team will have 30 seconds to name as many items on the back of the card as possible. One point is awarded for each correct answer. Points are deducted for English. Play several rounds. The team with the most points wins. Idea from Diane Farrug and Catherine Fortin
Charades Students are divided into two teams. Pick a team to go first. One representative will come to the front of the room and choose a card with a vocabulary word. He or she will try to get the group to guess the word by acting it out. If he or she is able to get a correct guess a point is earned. If he or she can’t get the team to guess it, he or she may pass. The player returns to his or her seat and a new representative goes. Play continues for five minutes and then the other team goes. It is a competition between the two teams to see which can earn more points in five minutes.
Boggle The game is played by chaining the letters together to form an French word. Prepare matrixes by embedding words, but any French word is allowed. Hand out to teams of four one a prepared matrixes. Have them keep it upside down until play starts. Teams turn the paper over when you tell them to and get started. One team member writes the words that are found in the matrix. Play is allowed to continue for five minutes. At the end of five minutes, papers rotate from one team to the next so that each team is not correcting their own list. Words are read to the teacher who checks them. Teams correcting lists must listen so that they don’t repeat words. A check is made next to any word that is confirmed by the teacher. Checks are counted up and teams earn a score.
7 up Pick seven students to stand at the front of the room. The remaining students put their heads down. The seven standing students are each given two matching index cards, with words or pictures. They leave one of their cards at a student’s desk. When all seven are back at the front of the room, ask the students to uncover their eyes. One by one the students guess who left them a card by incorporating the word on the card into the given question. If the student guesses right he or she takes the place of the standing student and the standing student returns to his or her desk. Possible grammar points: Classroom supplies– Tu as ___ ? Oui, j’ai un ___ . / Non, je n’ai pas de ___ . Or past tense activities– Tu as chanté? Non, je n’ai pas chanté.