Choose a game for the language it makes children use. A small group gives you opportunities to hear individual answers, but an activity still needs clear instructions, fair turns and a way to see whether learning happened.
These are adaptable activity suggestions, not a prescribed curriculum. Select age-appropriate materials and model each task before starting.
1. The missing picture
Place three or four familiar picture cards where everyone can see them. Name them together, cover the cards, remove one and reveal the rest. Learners identify the missing picture.
Language goal: retrieve familiar vocabulary. Make it easier: offer two possible answers. Extend it: ask for a short sentence describing the missing item.
Give learners thinking time before accepting an answer so the fastest speaker does not take every turn.
2. Find my picture
Give partners similar picture sets. One learner describes a picture without showing it; the other selects the match.
Language goal: use known descriptive language. Make it easier: provide a phrase such as “It is red.” Extend it: include two pictures that require a second detail to distinguish them.
The task only works if the vocabulary is already accessible. Teach or review it before asking children to play.
3. Draw what I say
Demonstrate a simple instruction, such as drawing a small circle above a square. Learners listen and draw, then compare.
Language goal: understand size, shape or position. Make it easier: show the first example. Extend it: let learners give an instruction using a model.
Assess the target language rather than artistic skill. Use simple shapes so drawing does not become the main difficulty.
4. The classroom shop
Use picture cards as pretend items and give learners a short exchange to practise. Model the customer and shopkeeper roles, then swap.
Language goal: a functional request and response. Make it easier: display a sentence frame. Extend it: add a choice or a polite follow-up.
Use pretend transactions; the aim is language practice, not collecting real money.
5. Sort and explain
Give a group cards they can sort into two meaningful categories. After sorting, ask each learner to explain one choice.
Language goal: vocabulary plus a reason appropriate to the level. Make it easier: name the categories and demonstrate. Extend it: let learners propose another valid grouping.
Accept a sensible unexpected category when the learner can explain it. The discussion may be more valuable than one predetermined arrangement.
How do you know whether the game worked?
End with a brief individual check using the same language outside the game. Notice who could answer without copying a partner.
The British Council's pair and group work guidance offers further ideas for organizing interaction. For planning, read your first lesson; for different levels, see adapting a shared activity.