So this game was something I randomly thought up while I was doing another activity in class, and just gave it a go. I've done this a couple of times, turns out it is pretty fun but some parts may still be rough around the edges. It can be pretty flexible and used for many kinds of grammar points that you are teaching.
It's a game where some students are chosen as the "Spy" and the rest of the class have to figure out who the spies are. All the spies will have the same answer and the class must figure out who the spies are by interviewing one another.
Steps are as such:
Students will be given a prompt based on the grammar point they learned. In this example it's using "When" to describe what they would do when they are in a certain state. e.g. "When I am free, I ____________."
Everyone would then close their eyes, and think of their own answers. In this case, what do they do when they are free.
While everyone has their eyes closed, ask who wants to be the spy. Those who wants to be a spy will raise their hands.
You and/or your JTE will chose the spies from those who raised their hands. Spies will then open their eyes and the rest will continue keeping their eyes closed.
Display a code on the projector or something, and all the spies will have to write that same answer down. e.g. "When I am free, I study English." (Spies don't begin writing yet, else their cover will be blown)
Once all the spies have confirmed the codeword, remove the code from view. Everyone will then open their eyes and write down their answers.
Once everyone is done writing, give them a few minutes to go around interviewing one another. In this case, ask: "What do you do when you are free?" and watch the chaos ensue as people start suspecting one another.
After the time is up, ask the class to choose and select who are the spies. Every spy not exposed = points for spies. Every spy exposed = points for the non-spies. Every wrong guess = points for the spies.
The ending and reveal (Step 8) is where it's not perfect IMO and I'm still thinking of how to execute it properly.
I did a few variations, one where the class has a limited number of guesses based on the number of spies.
Another where the class will guess the codeword instead of the spies.
Another where the class can make as many guesses as they can, but points will be awarded to spies for each wrong guess.
Update: (I just posted this activity but I also just played the game again. I got them to write the names of who the spies are, and they get points individually for every correct answer. Turns out this method is pretty good.)
Feel free to suggest or experiment with it. And if you find a good way to end it, do let me know :)
Cheers.
Thanks for this activity. There is a similar one that is designed to practice past continuous. You can choose just one spy, but give that person a different answer in order to make it more obvious. "What do you do when you are free?" The answers is "I am always busy". The rest of the kids will never answer that. So it will be a bit easier. I don't give them stickers, but, I would do an exception in this case for those who caught the spy.
Try to find a spy that is a bit confident in English, or a person that is not shy. You don't want to choose a student that can get upset or feel ashamed after being pointed as the spy. Give the spy a sticker as well. What do you think?
@Fernand: Oh I didn't know. Do you have a link or something to that activity? And thanks! Those are great suggestions. I actually did one spy when I first played it. Turns out once that one student's cover get blown, everyone kinda figures out and it ends there and it ended really quick on the first few playthroughs. I also adapted it to multiple spies as many of my students wanted to be the spy. This kinda encourages them to interview as many people and find out all the possible spies.
You can do several rounds. Try changing the spy's answer. The secret here, is that you can make it more complex every time. You want them to speak as much as they can. "When I'm free, I play soccer. I play it every day after school. I am a goal keeper". Ask them to add 2 or 3 more sentences. The important thing here, is to make the target in a natural way of speaking. The game is just an excuse. I always try to put in context the grammar points.
Check the past continuous part at the first grade textbook. I think it is calles "who ate my cookies?".
Before I do that activity, I tell my students a little story to make it more real. And that I have cameras at home, and I know is a student from that particular school I'm teaching at, but I could not see the face of the person. In other words, I don't play just games, I try to use real English in real situations.