Prepare a large list of vocabulary the students should know or have been studying, for example animals. Some new words are okay too, but don't make them tired of learning new words.

Make a large B4 sheet with all of the pictures from your list. There should be any number of items grouped together for the students to count. There could be 4 cats together, 2 cows, or a snake. They must be grouped together.

Make teams of 4 or 5. Practice all of the words in the list using large A4 flash cards. Give the sheet to them after practicing the vocabulary and the students have two minutes to memorize all of the numbers for each item in the paper you prepared.

After two minutes, take the sheet away. The NET (Native English Teacher) has the students put their hands on their desk. The NET then says "How many _______?" and the first student to put up their hand (or use the buzzer) has a chance to answer.
The student should use full sentences with correct pluralization (if they have been taught it already).
For example, "How many cows?" -- "There are two cows."

The students must make big hand movements. It's difficult for the teacher to notice small movements. Having two other JETs (Japanese English Teachers) is perfect to help see who was first. When it's not clear who was first, the teams should play rock-scissors-paper to have a go. Sometimes is necessary to just skip that item and continue.

The team with the most points, after all items have been guessed, wins.

1: Bring in a resume, or talk about resumes for a few minutes. Ask the students what goes on a resume.

2: Have all students quickly (10 minutes) write a resume in English. Encourage exaggeration, even lies.

3: Choose some different jobs: possible fun choices are McDonalds, KFC, Gas station attendant, NASA Astronaut, CIA spy, Military General, Model, anything a little out of the ordinary, or at least not what the majority of the students expect to do with their lives. Review frequently asked interview questions with the class.

4: Have them work with partners taking turns interviewing each other for jobs.

5: After everyone has been interviewed and been the interviewer, query the class on their success: did the applicant get the job? How did they do?

1: First, I would recommend doing a model round. You could use pennies to make the activity more interesting. Start out by telling the class something you've never done. For example, "I've never been to Australia." Anyone who has been to Australia must tell a story about their trip. They recieve a penny for having experience.

2: After a story is told, their classmates ask follow-up questions. Anyone who asks a follow up question recieves a penny.

3: Play continues to the right as the next person says, "I've never..." Again, students who have done this receive a penny.

4: Once the students have gotten the idea, put them in groups to continue the activity. (You could continue to play as a whole class, but there's more time for language production if they're in groups.) At the end, see who has the most pennies and joke about this person being the most experienced.

A variation on this game may be better for grammatical review than conversation practice. Play this as a whole class game. Start with everyone standing up. Students sit down if they've never done something. Those standing should tell their stories to the whole class. The person with the most experience is the only one left standing. That person wins the game.

- The teacher has a list of words taken from a particular topic, for example – MUSIC.
- The teacher says one word at a time, for example Rock. The students then race in groups to spell the word.
- The teacher keeps score on the board while checking each of the groups.
- The students must shout ‘teacher’ or ‘sensei’ when they believe they have spelled the word correctly.
- The first team with the correct answer gets maximum points and then 2nd, 3rd, 4th, to the last or unsuccessful team getting 1 or 0 points.

There are two players and each takes a turn asking a question. The answer must be in the form of question. The first person to not answer with a quesiton loses.

Here's an example of an incorrect answer:

How are you?
I'm fine. How are you?

How are you?
Why do you ask?
Is something wrong?
Did someone say something?
No.

another example:

Are you hungry?
How about you?
Is there a restaurant near here?
Haven't you been here before?
You lived here, didn't you?
No.