Eileen Eileen

W5-D3-Charades

Description

This session uses a team-based charades game where students act out full sentences created by the teacher. The sentences recycle grammar structures students have already learned, including present simple, present continuous, past simple, future forms, and modal verbs (can / could). The focus is on understanding meaning, using body language, and guessing complete sentences in a fun, low-pressure environment.

Materials

Abc Board
Abc Papers

Main Aims

  • To reinforce understanding and use of previously learned grammar structures through physical action and guessing.

Subsidiary Aims

  • To promote comprehension of full sentences through movement and context.
  • To encourage spoken interaction and teamwork.
  • To recycle multiple grammar structures without explicit explanation.
  • To build confidence speaking and guessing in English.

Procedure

Lead-in (3-5 minutes) • Create interest and prepare students for a physical, team-based game.

The teacher tells students they will play charades, but instead of single words, they will act complete sentences. Briefly remind them: You act, you don't speak. Emphasize that grammar doesn't need to be perfect when guessing - meaning is the goal.

Explanation (8-10 minutes) • Ensure students clearly understand how sentence charades works.

Explain the rules step by step: The class is divided into two teams. One student comes to the front and receives a sentence. The student acts the sentence silently. Their team guesses the full sentence. Clarify: No speaking or spelling while acting. Gestures and facial expressions are allowed. The team must say a complete sentence to get the point.

Controlled Round (8-10 minutes) • Build confidence and establish the rhythm of the game.

Start with present simple / present continuous sentences only. Students take turns acting. The teacher helps reformulate guesses if needed and models correct sentences orally. Points earned are written on the board.

Game! (28-30 minutes) • Reinforce understanding of different grammar structures through repetition and play.

Play the game in clearly announced rounds, for example: Round 1: Present Simple / Present Continuous Round 2: Past Simple Round 3: Can / Could Round 4: Future (will / going to) Before each round, the teacher says the grammar focus aloud. Teams alternate turns. The teacher keeps score and pace, and supports guessing without stopping the game.

Wrap-Up (3-5 minutes) • Reinforce learning and end the session positively.

Announce the winning team. Ask quick reflection questions: Which sentence was difficult? Which one was funny? Praise effort, teamwork, and creativity.

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