Ice-Breaking 小游戏
ICE BREAKING 活动流程
Ice Breaking Party简要流程初步假设人数30人Chapter 1：自我介绍预计时间10min简要自我介绍，姓名等简单信息补充：自我介绍者手持气球，介绍完毕后由下一个同学扎破Chapter 2：记名字游戏预计时间40min（由主持人把握，游戏轮数可控制）大家按顺序排好，然后按由第一位同学说出自己的名字，第二个同学说出之前同学及自己的名字，以此类推，知道说不出或者说错了为止。
之后从说错者开始下一轮。
说错者惩罚如下：1.拥抱对方，2.表演节目，3.回答问题,4,读段绕口令(连读2次).5,找个人对其念首诗。
（选项1+选项2/3/4/5中任意一项）Chapter 3：配对预计时间60min1. 选择搭档：之前的游戏及简单自我介绍后已热身完毕，由抽签决定搭档。
2. 自由交流：伴随柔和轻声的音乐，大家与搭档自由交流，可以自由走动等。
（15~20min）3. 介绍搭档：大家与自己的搭档以对为单位站到指定位置，向大家介绍自己的搭档（内容包括姓名，爱好等），介绍完毕后可从台上选择一件小礼物送给自己的搭档。
（40min）Chapter 4：跳舞大家一起跳兔子舞，时间约5min以增加印象。
Chapter 5：自由交流(free talking)每人一张topic 纸，大家自由组成talk group ,talk 内容可以是给定topic 也可以是其它。
Chapter6:互赠卡片1．送给之前环节的partner一张写有自己祝福语的卡片。
2．自由领取卡片，写上自己想说的话，送给想送的人。
主持人致辞，party结束预计时间约120min（由于假定人数为30人，故预计时间均以30人计算，保证活动时间不少于120min，如人数增多，可时间可延长）活动准备：1.饮料、零食等，放于一处，由同学自取，2，一次性杯子、碗，及牙签等，3.气球及彩纸（用于自我介绍环节），4.礼物（由于人数不定，可时间稍多做准备，多余部分留作他用）5，号码牌（自制），签（自制）6.音乐（包括自由选择时配乐，自由交流时配乐，舞蹈配乐，送礼配乐），短片（10~15个）7.惩罚环节问题（10~15个）8.电脑，音响，电源投影仪等自备工作人员：主持人2名摄影2名登记1名放映1名。
英语国际音标IPA
长卷舌音
/ ɜ :/
sir work her learnnurse
•根据发音规则，圈出每组中 元音字母组合发音相同的单 词。 • 1.thirty beer thirsty wheat • 2. bank king her nurse • 3.turtle bird rabbit knee • 4.room run shirt term
/ɔ:/
舌的中后部略低;双唇呈 紧张状并向前突出。
中嘴长嗷音
walk in a corner draw the autumn saw a tall daughter more balls near the door your warm pork
根据发音规则，找出发[ɔ:]的1 个单词写在后面的横线上。
[æ] Cat cat, catch that f at rat.
第二课时
Review 复习上节课的4个音标
找出26个英文字母中含有下列元音音素的字母。
/ ʌ / Ww [‘dʌblju:]
/ɑ:/ Rr [ɑ:]
/ɑ:/
发音要领:舌身平放;口张 开但不圆唇;发音很像感 叹词“啊”。 /ɑ:/
中嘴短嗷音 张开嘴来嗷
/ɒ/
wash clock orange because
•根据发音规则，找出发[ɔ:]的 2个单词写在后面的横线上。
• 1.doctor teacher box clothes • 2.cold zoo clock dog • 3.love boss lot violin • 4.watch beach fox girl
1.tall bird bread poor 2.idea chair sport hare 3.cake bear walk cup 4.drink short bag milk
英语课破冰游戏-icebreaking
Can you run1kmwithout a rest?
Have you ever eaten anattosandwich?
Go Ahead2
What does your name mean?
Trade
What school clubs are you in?
What is your favorite band?
REST
REST
What are your hobbies?
What’s your favorite color?
Do you have anmp3player?
What color are your eyes?
Where are you from?
Do you want to getmarriedin the future?
REST
What is your favorite sports team?
Roll Ahead
What television programs do you like?
Have you ever swum in the sea?
How manyarepeople in your family?
Go Ahead 2
REST
What kind of car do you like?
Go Back 1
If you had
$1 millionwhat would you buy?
How many hours a day do you watch TV?
Are you often sick?
Roll Back
Icebreaker（破冰游戏）
Ice breaker（破冰游戏）Ice breaker.Txt love, say it out loud, because you'll never know, tomorrow and accident, which will come first! The stone tells us that all the beloved ones are scattered at last, and all the others are reunited. You never see my loneliest time, because when I can't see you, I am most lonely! Ice breaking game - Mystery guests -Have you ever been in such a predicament, and when you come to a new environment, it's hard to fit into this group?. You always have to be very energetic and take the initiative in meeting old members' tastes and ideas in order to gain their approval. Sometimes you do this without being accepted by the old, and no matter how hard you try, it turns out to be the same. The main reason for this dilemma is that you do not motivate others to recognize you. The purpose of the game is to encourage new people to meet old members and integrate into the community as soon as possible.Game rules and procedures:1, secretly appoint a student to act as Mr. mystery or mysterious lady, of course, if it is a new student, it is better to direct him / her as Mr. mystery or mysterious lady.2 before the training session begins or suddenly announces: "we're going to have a mystery.". Shake hands with him will get a dollar. It can also be made by a mysterious person. For example, a "ten shake hands" person can get three yuan3, the trainer observed the performance of everyone.Related discussions:1 why don't we want to meet new people?2 what's the effect of material stimulation on people who don't want to meet new people?3, you think it can break your silence. What are the subjects of conversation?Sum up:1 as we grow older, we no longer have the passion to meet new people, partly because our concerns start to grow. On the other hand, every time we meet new people, it means that we need to "sell ourselves" and understand the challenges of others. So we have the inert, satisfied with the existing circle of life, is not willing to take the initiative to meet new people.2, one aspect that may be overlooked is that meeting new people also has a positive effect, for example, they can bring you unexpected benefits. Maybe after talking, you will find that he has the same ambition, hobby or background with you, then you won't regret opening your heart and be glad to know him.3 in this game, add the link to the money. Money is symbolic of material incentives. In general, people are more willing to meet more people and talk to them casually, under the stimulation of material or certain factors. Because they feel that this material stimulus is a waste of their time, so theydon't mind as much as they used to.Tips:Number of participants: 5-10 people in one groupTime: 3-5 minutesMaterial: cash used as prizesVenue: no limitApplication: 1 skills to integrate into the new environment as soon as possible2 effective communication skills3 effective learning and working skillsIce breaker - guess who he is? -At the beginning of the training course, the trainer needs to know how much the trainees know about the subject that is going to be launched. Of course, you can arrange all the participants to take turns, but is it boring or boring? Have you ever thought of another way to make communication and sharing work in a relaxed and lively game? Give it a try. There must be some surprising effect.Objective: to share knowledge and information with participantsTime: 10 to 20 minutesTeaching aids: a stack of blank cardsThe number of people: 3-7. If there are more participants, divide them into groups of equal numbers.Game process:1. prepared four or five associated with the training subject. If the subject is online learning, the trainer can prepare the following five questions:(1) what are the main reasons for your training here?(2) what's your biggest concern about the training?(3) how much do you know about the Internet now?(4) what type of computer do you use?(5) what do you think web pages are?2. each take out a card, write the number "1", and then write down the answer to the first question on the card. Repeat these steps until you have answered all the questions. But each card has only one answer to the question. Put one side of the card down and place it in the middle of the table.3. ask a student to mess up all the cards, then distribute themto each person, or face down and send one at a time.4. announces the game time is 10 minutes, starts the time.5. draw a card from the first student and read aloud the contents of the card. You can read it again if you need it. But you can't show the card to anyone in case the author is identified in the handwriting.6. in addition to the reader, all students guess who is the author and write down the name of his guess. (the real author of the card can write his / her own name, of course, if he / she is not a reader)7., after the completion of the announcement of their answers. At this point, the true author can tell the answer. Whoever guesses correctly gets one point, then puts the card face up and puts it in the middle of the table.8., the next person chooses a card to do the same process.9. if there is only one last answer to a question, the reader just reads the answer and puts the card in the center of the table. There is no need to guess again, because the author can be guessed by the exclusion method10.10 minutes immediately after the end of the game, announced that most guesses win.11. finally, let the student continue to read the answers on the remaining cards and announce the author.Ice breaking game - breaking the rules -Unconsciously, we set obstacles for ourselves, thus preventing the recognition and acceptance of new ideas, new thoughts and new methods. Break the rules, break the limit, and let the thoughts fly in the wings.Objective: to demonstrate to students through examples that prejudice may prevent them from accepting new ideasTime: 20 minutesTeaching aids: each person a piece of paper and penProcess:1. let the student look at the graphics made up of nine points (figure below). Please take this as it is their nine points on a piece of paper, a pen, four straight lines connecting nine points, not disconnect between lines.2. give the trainees a few minutes to try to draw. Then ask how many people successfully solved the problem, and ask an volunteer student to go ahead, draw the correct answer, or give the correct answer by slide.[by][by][by]Discussion:1. what are the first impressions of these nine dots made in our minds?2. what is the key to solving the problem? (how to jump out of ourselves or what others draw for us)3. what implications does this game have for training, meetings, and our work?Alternative answer:1., you can draw three straight lines to connect the nine points. The first straight line begins at the upper edge of the point at the upper left and extends to the lower right, through the center of the middle of the upper row and the lower edge of the upper right end. The second straight lines come back and pass through the three points in the row, extending from right to left and gradually down. The last line is three points from left to right across the line.2. another way is to fold the paper so that the three rows are as close as possible, so that a coarse pencil line can cover the nine points at once.3. the third is to take a brush, just swipe on paper, you can put nine points at the same time together.Ice breaker - Ode to Joy -Ode To JoyForm: less than 16~50 people, the number should not be too smallType: icebreakerTime: 10 minutesMaterial: 2~5 soft (or Mao Xianqiu) safe world (with one hand is better)Venue: indoor or outdoor, flat ground can beActive purpose:Through initial physical contact, break the distance between people through activities, so that students can improve familiarity and integrate into the curriculum in a short timeOperation procedure:1, start by the trainer or by a student voluntarily, as the "magician", and issued a ball caster2, when the magician spells, all partners begin to walk, avoid, in activities, as long as the wizard holding the ball touched, it will become a stone3. To avoid being attacked by magic, you must find anotherpartner. You can sing a song with your hand in hand, and then you can form a protective cover, but if the song repeats, it will become invalid, and the same will turn to stone4, in addition to travel during the attack can not escape, and other hand hook5, during the process, you can not run, you can only walk quickly, so as to prevent students from bumping and falling6, after a few minutes, the magician can change the way, the students have been touched, as a magician, and give a ball to perform tasksEvent sharing:A short warm-up, usually do not share the time not too long, mainly for students' emotion can high up, and investment activities can be.Ice breaking game - 1/4 senses -1/4 sensesObjective: to enable students to contact and communicate with others at the very beginning, so as to achieve mutual understanding and better understanding.Preparation: CardsOperation process:1, when you enter the venue, received a card, but only 1/4 cards, after entering the meeting, you need to find the other three members of the hands of the card, and put it into a complete picture.2, we should actively seek strangers, ask, display, cooperation, and finally to achieve "alliance", and only find three other friends, you can find a place to sit down.3. Put together the pictures to the front of the table. And be quick to familiarize yourself with the members of this group.。
活动流程 英文
活动流程英文Activity Proposal: "Discover Your Inner Artist" Workshop Introduction:Our "Discover Your Inner Artist" Workshop aims to provide participants with an opportunity to explore and express their creativity through various art forms. The workshop will be held on [Date] from [Time] at [Location]. Participants of all ages and skill levels are welcome to join us for a day of fun and artistic exploration.Activity Flow:1. Registration and Welcome:- Participants arrive at the workshop venue and register at the reception desk.- They will be provided with an event program, name tag, and any necessary materials.2. Ice-Breaking Activity:- To create a relaxed and comfortable atmosphere, participants will engage in an ice-breaking activity.- This will involve a fun art-related game or trivia questions to get participants acquainted with one another.3. Introduction to Various Art Forms:- An experienced art instructor will introduce and discuss different art forms, such as painting, drawing, sculpture, and mixed media.- Participants will be encouraged to ask questions and share theirthoughts and experiences with the group.4. Interactive Painting Session:- Participants will be divided into smaller groups based on their preferred art form.- Each group will be led by a skilled instructor who will guide them through a hands-on painting session.- Participants will have the opportunity to experiment with different techniques and explore their own artistic style.5. Break and Refreshments:- Participants will take a short break to enjoy some light refreshments and engage in informal discussions with fellow artists. - This provides an opportunity for networking and sharing personal artistic journeys.6. Sculpture and Mixed Media:- After the break, participants will gather for a demonstration and hands-on session on sculpture and mixed media.- They will learn how to create three-dimensional artwork using various materials and techniques.- Participants will have the opportunity to create their own sculptures or mixed media pieces under the guidance of instructors.7. Art Showcase and Appreciation:- Towards the end of the workshop, participants will have the chance to showcase their artwork to the rest of the group.- Each participant will have a few minutes to present their art piece and share the inspiration behind it.- The group will have the opportunity to appreciate and providepositive feedback on each other's work.8. Closing Remarks and Evaluation:- The workshop will conclude with a closing speech by the organizer, expressing gratitude for the participants' participation. - Participants will be given evaluation forms to provide feedback on their overall experience, suggestions for improvement, and future workshop ideas.Conclusion:The "Discover Your Inner Artist" Workshop offers participants a platform to tap into their artistic potential and explore the world of art. Through interactive sessions, hands-on activities, and engaging discussions, participants will leave the workshop with newfound inspiration and a deeper appreciation for the arts. Join us on [Date] to unlock your creativity and discover your inner artist!。
英语角ppt
3.Will you accept that if your girlfriend have a plastic surgery? Why or why not?
4.Men like seeing beauties no matter natural or from a plastic surgery. Is that right? What’s your opinion?
Culture&Vocabulary
文化与词汇（wén huà yǚ cíhuì ）
The dead “3” and “7”
该死的“3”和“7”
（gāi sǐ dē sān hē qī）
you should replace the number which is divisible by 3 or 7 (被3或7整除)with the word “dead”
Leaderless Group Discussion 群面PK(qún miàn PK)
Panel discussion An amazing appearance will help you get some bonus point in an interview. Some people choose to do a plastic surgery just for getting a better job. What do you think of it?
Free Talk&Talent show
In this game , you should count the number by turn inபைடு நூலகம்clockwise .You should replace the number which is divisible by 3 or 7 with the word “dead” first . Then the second person who meet this type of number should say a word which begins with the last letter that is used before , and so on . The words can’t be used twice . Who make a mistake have to face the punishment and then can choose one to go on the game.
破冰游戏
破冰(Ice- breaking)1.009-雞飛狗跳器材：汽球數十個，橡皮筋一包方法：1. 參加者每人分給汽球一個，橡皮筋二根，將汽球吹大後，紮緊套於腳後跟。
2. 令下，參加者雙手抱胸，用腳去踩破他人的汽球，並保護自己汽球。
最後汽球未被踩破之一人為勝。
3. 遊戲中可以用肩去頂撞他人，不得放下雙手去推別人。
備註：遊戲之前可以先行「吹汽球」比賽，一舉兩得。
--------------------------------------------------------------------------------010-大風吹方法：1. 全體圍坐成圈，野外可劃地固定各人的位置，主持人沒有位置，立於中央。
2. 主持人開始說：「大風吹！」大家問：「吹什麼？」主持人說：「吹..有穿鞋子的人。
」則凡是穿鞋子者，均要移動，另換位置，主持人搶到一位置，使得一人沒有位置成為新主持人，再吹。
備註：可「吹」之資料：有耳朵的人、帶錶的人、兩隻鼻子的人、沒有指甲的人、穿X顏色衣服的人、帶戒指的人、打領帶、擦口紅的人、有太太的人....。
PS : 小風吹則吹相反的--------------------------------------------------------------------------------011-妙人妙事器材：空白卡片、紙箱。
方法：1. 每人發給三張空白卡片，一張上面寫自己的姓名，一張寫時間地點（如：在黃昏時候的海邊、沒有月亮的晚上），一張寫做什麼事（如：吃飯、跳阿哥哥、做惡夢）。
2. 卡片分人、時地、事收集置於三個紙箱，然後請三個人，分別各抽出一張大聲朗讀如：楊人望，在喝醉酒的晚上，唱山歌....由於隨便湊合，可能出現許多妙人妙事。
（抽出姓名者，應起立）備註：這不是很熱烈的遊戲，最好在等人或團體野餐休息時進行，免得冷場。
---------------------------------------------------------------------------- 012-可憐的小貓方法：1. 全體圍坐成圈，一人當小貓坐在中間。
Ice-Breaking 小游戏
倾听游戏：打劫商店倾听测试：商店打样时以下是一个简单的倾听测试。
1、先将习题（一）的内容发给学员，讲师说一个情节（情节内容见习题（二）），让学员去回答下面的12个判断题2、做完习题（一）之后，将习题（二）发给学员，让学员看刚刚说的情节进行判断，提醒学员不要受习题一答案的影响3、最后公布答案习题（一）：商店打烊时请不要耽搁时间正确错误不知道1、店主将店堂内的灯关掉后，一男子到达T F？2、抢劫者是一男子T F？3、来的那个男子没有索要钱款T F？4、打开收银机的那个男子是店主T F？5、店主倒出收银机中的东西后逃离T F？6、故事中提到了收银机，但没说里面具体有多少钱T F？7、抢劫者向店主索要钱款T F？8、索要钱款的男子倒出收银机中的东西后，急忙T F？离开9、抢劫者打开了收银机T F？10、店堂灯关掉后，一个男子来了T F？11、抢劫者没有把钱随身带走T F？12、故事涉及三个人物：店主，一个索要钱款的T F？男子，以及一个警察习题（二）：商店打烊时某商人刚关上店里的灯，一男子来到店堂并索要钱款，店主打开收银机，收银机内的东西被倒了出来而那个男子逃走了，一位警察很快接到报案。
仔细阅读下列有关故事的提问，并在“对”、“不对”、或“不知道”中作出选择，划圈。
请不要耽搁时间正确错误不知道1、店主将店堂内的灯关掉后，一男子到达T F？2、抢劫者是一男子T F？3、来的那个男子没有索要钱款T F？4、打开收银机的那个男子是店主T F？5、店主倒出收银机中的东西后逃离T F？6、故事中提到了收银机，但没说里面具体有多少钱T F？7、抢劫者向店主索要钱款T F？8、索要钱款的男子倒出收银机中的东西后，急忙T F？离开9、抢劫者打开了收银机T F？10、店堂灯关掉后，一个男子来了T F？11、抢劫者没有把钱随身带走T F？12、故事涉及三个人物：店主，一个索要钱款的T F？男子，以及一个警察习题三：商店打烊时（答案）请不要耽搁时间答案1、店主将店堂内的灯关掉后，一男子到达？商人不等于店主2、抢劫者是一男子？不确定，索要钱款不一定是抢劫3、来的那个男子没有索要钱款F4、打开收银机的那个男子是店主？店主不一定是男的5、店主倒出收银机中的东西后逃离？6、故事中提到了收银机，但没说里面具体有多少钱T7、抢劫者向店主索要钱款？8、索要钱款的男子倒出收银机中的东西后，急忙离开？9、抢劫者打开了收银机F10、店堂灯关掉后，一个男子来了T11、抢劫者没有把钱随身带走？12、故事涉及三个人物：店主，一个索要钱款的男子，以及一个警察？规则的意义一、活动目的1．让学生树立良好的规则意识，在规则许可的范围内自由活动。
英语课堂活动 ice-breaking activity
英语课堂活动 ice-breaking activityIce-breaking activity is a kind of classroom activity that aims to help students get familiar with each other, build rapport, and create a positive and inclusive learning environment. Here are some examples of ice-breaking activities that can be used in English classrooms:1. Introduction Bingo: Give each student a bingo card with different facts or information about other students, such as their hobbies, favorite foods, or places they have traveled to. Students have to move around the classroom and find the person who matches each fact and get them to sign the square. The first person to get a bingo wins.2. Two Truths and a Lie: Each student shares two true facts about themselves and one lie. The other students have to guess which one is the lie. This activity helps students learn interesting facts about each other while also practicing their listening and critical thinking skills.3. Name Game: Students stand in a circle and go around introducing themselves, saying their name and a word that starts with the same letter as their name. For example, "My name is Ben, and I like bananas." The next person has to repeat the previous person's name and word, and then say their own name and word.4. Find Someone Who: Students have a list of questions or statements, such as "Find someone who has been to another country" or "Find someone who can speak another language." They have to find a person in the class who matches each question or statement and get them to sign their name. The person with the most signatures wins.5. Word Association: The teacher writes a word on the board, and students have to say the first word that comes to their mind when they see that word. The next person has to say the first word that comes to their mind when they hear the previous person's word. This continues until everyone has had a turn.These activities can help students feel more comfortable and engaged in the classroom, and can also be used to review or introduce vocabulary and grammarconcepts. It's important to choose activities that are appropriate for the students' age, level, and cultural background, and to ensure that everyone feels included and respected.。
英语课破冰游戏icebreakinggame(终审稿)
What is your favorite band?
REST
REST
What are your hobbies?
What’s your favorite color?
Do you have anmp3player
What color are your eyes?
What is your favorite season?
What is your favorite food?
What is your favorite school subject?
Whatdon’tyou like about yourself?
How often do you eat at a restaurant?
Where are you from?
How manyarepeople in your family?
Go Ahead 2
REST
What kind of car do you like?
Go Back 1
If you had
$1 millionwhat would you buy?
How many hours a day do you watch TV?
英语课破冰游戏icyou have a pet?
What is your shoe size?
Do you likesports
All About You!
What’s your name?
How tall are you?
Go back
2
Are you morehappyorsad
REST
Whatdoyou like about yourself?
2020年英语课破冰游戏-icebreaking game
How often do you eat at a restaurant?
Do you want to getmarriedin the future?
REST
What is your favorite sports team?
Roll Ahead
Trade
places
What is yourweak point?
REST
What is yourstrong point?
Are youquietorloud?
What is your favorite band?
REST
REST
What are your hobbies?
What’s your favorite color?
Go Ahead 2
What does your name mean?
Trade
What school clubs are you in?
What is your favorite season?
What is your favorite food?
What is your favorite school subject?
If you had
$1 millionwhat would you buy?
How many hours a day do you watch TV?
Who is your favorite actor/actress?
Can you run1kmwithout a rest?
Have you ever eaten anattosandwich?
作者：空青山
英语课破冰游戏icebreakinggame
Go Ahead 2
REST
What kind of car do you like?
Go Back 1
If you had
$1 millionwhat would you buy?
How many hours a day do you watch TV?
Start
Do yo shoe size?
Do you likesports?
All About You!
What’s your name?
How tall are you?
Go back
2
Are you morehappyorsad?
Do you wantchildrenin thefuture?
Who is your favorite actor/actress?
Can you run1kmwithout a rest?
Have you ever eaten anattosandwich?
Go Ahead 2
What does your name mean?
Trade
What school clubs are you in?
REST
Whatdoyou like about yourself?
Are you often sick?
Roll Back
How old are you?
REST
Do you have your own room?
Trade
places
What is yourweak point?
REST
What is yourstrong point?
英语教研活动破冰游戏(3篇)
第1篇Introduction:Breaking the ice is an essential part of any gathering, especially in a professional setting like an English teaching and research activity. An icebreaker game can help participants get to know each other, build rapport, and create a positive and engaging atmosphere. This article presents a detailed icebreaker game that can be used to kickstart your English teaching and research activities.Objective:The primary objective of this icebreaker game is to foster interaction, create a sense of community, and encourage participants to share their thoughts and experiences related to English teaching and research.Materials Needed:- A whiteboard or chart paper- Markers or pens- A timer- Small pieces of paper or notecardsInstructions:1. Introduction:Start the session by briefly introducing the icebreaker game and its purpose. Emphasize that this activity is meant to create a comfortable and inclusive environment for everyone.2. Group Formation:Divide the participants into small groups of 4-6 members. Ensure that the groups are diverse in terms of experience, background, and expertise in English teaching and research.3. Task Distribution:Assign each group a specific task. Here are some examples:- Group 1: Discuss the challenges faced in English language teaching.- Group 2: Share innovative teaching methods and techniques.- Group 3: Brainstorm ideas for collaborative research projects.- Group 4: Explore the importance of technology in English teaching and research.4. Icebreaker Questions:Provide each group with a set of icebreaker questions to help them get started. Here are some examples:- What motivated you to pursue a career in English teaching and research?- What is your favorite English language teaching resource or tool?- What is a memorable teaching experience you've had?- How do you stay motivated and up-to-date with the latest research in English teaching and learning?5. Group Discussion:Allow the groups to discuss their assigned tasks and icebreaker questions for a set time (e.g., 10-15 minutes). Encourage them to actively participate and share their thoughts.6. Group Presentations:After the allotted time, ask each group to present their findings and discuss the icebreaker questions. Assign a time limit for each presentation (e.g., 5 minutes per group).7. Feedback and Reflection:After all groups have presented, open the floor for feedback and reflection. Encourage participants to share their thoughts on the icebreaker game, the tasks, and the discussions. Ask them to reflect onwhat they learned from the activity and how it can be applied to their work.8. Conclusion:Summarize the key points discussed during the icebreaker game and reiterate the importance of collaboration and sharing ideas in the field of English teaching and research. Thank the participants for theiractive participation and time.Variations:1. Role Play:Instead of discussing the icebreaker questions, have each group perform a short role-play based on their assigned task. This can help participants better understand the challenges and opportunities in English teaching and research.2. Speed Networking:Divide the participants into pairs and give them a set of icebreaker questions to discuss. After a few minutes, ask them to switch partners and continue the conversation. This can help participants meet more people and engage in meaningful discussions.3. Pictionary:Create a list of English teaching and research-related topics and have each group draw a picture that represents the topic. The other group has to guess the topic. This can be a fun and engaging way to break the ice and get to know each other.Conclusion:An icebreaker game is an effective way to kickstart English teaching and research activities, fostering interaction, collaboration, and a sense of community. By incorporating this icebreaker game into your next session, you can help participants build rapport and create a positive and engaging atmosphere for productive discussions and learning.第2篇Introduction:As English language teachers, we often find ourselves in new environments, whether it's a new school, a new classroom, or even a new country. Breaking the ice is crucial to create a welcoming and comfortable atmosphere for both teachers and students. This icebreaker game is designed to help teachers connect, share their experiences, and get to know each other better, setting the stage for a successful and collaborative year ahead.Materials Needed:- A whiteboard or a large piece of paper- Markers or pens- A timer (optional)- Small pieces of paper or sticky notes- A pen or pencilGame Duration:- Approximately 30-45 minutesInstructions:1. Introduction:- Begin the activity by briefly introducing yourself and explaining the purpose of the game. Emphasize that it's a chance for everyone to get to know each other in a fun and relaxed way.2. Creating a "Guess Who?" Board:- On the whiteboard or large piece of paper, create a "Guess Who?" board. Divide the board into two sections: "Questions" and "Answers."- The "Questions" section will contain a list of questions that participants can ask to guess the identity of another teacher.- The "Answers" section will have a list of possible answers that could be associated with each question.3. Generating Questions:- Allow participants to suggest questions they would like to include in the "Guess Who?" section. These questions can be about personal interests, teaching experiences, language backgrounds, or anything else that seems relevant.- Write down the questions on the board, ensuring that they are clear and straightforward.4. Creating Answers:- Ask participants to brainstorm possible answers for each question. Write these answers under the corresponding question in the "Answers" section.- For example, if the question is "What is your favorite book?" the possible answers could include "Harry Potter," "To Kill a Mockingbird," "1984," etc.5. Writing Personal Descriptions:- Give each participant a piece of paper and a pen. Instruct them to write a short description of themselves using the questions and answers provided on the board.- Encourage them to be creative and add personal details to maketheir descriptions unique.6. Guessing Games:- Divide the group into smaller teams if possible. Each team will have a chance to guess the identity of another team member based ontheir personal description.- Set a timer for each round to keep the game moving and to maintain momentum.7. Sharing and Feedback:- After each round, allow participants to share their guesses and the correct answers. Encourage everyone to give feedback on the descriptions and the questions.- This is an excellent opportunity for participants to learn from each other and refine their communication skills.8. Reflection and Wrap-Up:- Conclude the activity by asking participants to reflect on what they learned about their colleagues. Discuss how the icebreaker game helped them feel more connected and prepared for the upcoming year.- Thank everyone for participating and encourage them to continue building relationships throughout the year.Sample "Guess Who?" Questions and Answers:- Questions:- What is your favorite language to teach?- Do you have a teaching certification?- What is your highest level of education?- Do you have any special interests outside of teaching?- Answers:- English- Yes- Master's Degree- PhotographyConclusion:"Breaking the Ice" is an engaging and interactive game that can help English language teachers establish a strong foundation forcollaboration and mutual respect. By encouraging open communication andpersonal sharing, this game sets the stage for a productive and enjoyable year of teaching and learning.第3篇Introduction:As we all know, the first impression is the most important. In order to create a positive and pleasant atmosphere for English teaching and research activities, an effective ice-breaking game is essential. This game aims to help participants get to know each other better, build rapport, and foster a collaborative learning environment. In this article, we will introduce an ice-breaking game suitable for English teaching and research activities, which is both fun and engaging.Game Name: "Find Someone Who"Materials Needed:1. A large sheet of paper or a whiteboard2. Markers or pens3. A list of questions related to the participants' backgrounds, interests, and English learning experiencesInstructions:1. Prepare a list of questions related to the participants' backgrounds, interests, and English learning experiences. These questions should be simple and easy to understand.2. Divide the participants into small groups (e.g., 4-6 people per group).3. Provide each group with a large sheet of paper or a whiteboard and markers or pens.4. Ask each participant to write their name and a fun fact about themselves at the top of the paper or whiteboard.5. Explain the rules of the game to the participants:a. Each participant will have a few minutes to ask other members of their group the prepared questions.b. For each question answered, the participant will write the answerer's name on their paper or whiteboard.c. The goal is to find someone who matches all the questions.6. Set a timer for the game and let the participants start asking questions.7. After the timer goes off, ask each group to share their findings with the rest of the participants.8. Discuss the importance of teamwork and collaboration in English teaching and research activities.Variations:1. "Find Someone Who... Has traveled to a country where English is spoken." This question encourages participants to share their travel experiences and learn about each other's cultural backgrounds.2. "Find Someone Who... Is learning English to improve their career opportunities." This question helps participants understand thedifferent motivations behind learning English.3. "Find Someone Who... Can speak a second language." This question promotes the exchange of language learning strategies and experiences.Conclusion:The "Find Someone Who" ice-breaking game is an excellent way to kick off English teaching and research activities. By fostering a positive and collaborative atmosphere, this game helps participants build rapport, share their experiences, and learn from each other. Remember to adapt the game to suit your specific needs and encourage participants to have fun while learning. Happy teaching and researching!。
破冰游戏（Ice-breakinggames）
破冰游戏（Ice-breaking games）Ice-breaking gamesIce-breaking games is a very effective means, large groups can be more harmonious, encourage shy people participation, the more active the atmosphere in the team meeting, make complete strangers people establish cohesion.Number of people: 8-15, which is the principle of group number. Prop: no. Venue: can let everybody sit round and sit down, long bar table also can. The rules of the game: 1. The number off, clockwise from a person when to report for duty or seven times seven, the person to clap hands instead of talking, clap your hands is a can't shout out Numbers, the next person to continue to read the next number. 2. When you are familiar with the rules, you will increase the frequency of your clapping, except for the multiples of seven and seven, as long as there are seven Numbers to clap your hands, such as: 17. Even Numbers together is seven times to clap your hands, for example: 34 change: change the game a lot, I have to take the following example, let everybody can extrapolate: 1. The man to seven don't shout, and next to two people want to clap your hands. The man from the other side of the room will clap his hands and shout down the next number, which can be reported at the beginning, only half of the time. For example: eight people report to the beginning of the report from the beginning, so that each person on the other side will have the same number as his or her own number, so that he can clearly know who the other person is. Key in this event in the rules of the skilled, to make activities stimulate the interesting, don't be so quick to play the advanced rules, don't put the rules as too complex and even moresimple may be more interesting! Enlightenment: this game will help the new volunteers to familiarize themselves with each other, reduce the strange and awkward, so that they will soon feel the relaxed and warm atmosphere of the youth association. It can be applied to the new volunteers, in the various departments, although simple but can quickly and lively atmosphere.2. Busy scrambling: suitable for people: 15-30 people are suitable for the field: the vacant lot can be. Need props: each person a rope, length is different, depending on the number of size determine size. The rules of the game: 1. Assign each person a rope, the size of each person is different, the longest rope circle should be able to hold everyone, the shortest one should be able to accommodate one person. 2. Ask your partner to make a circle with the rope and feet on the circle.3. When the host says "change", all people must be the feet step into another ring (given enough time)4. After two or three times, when the host says to change, picked up a ring, then people will hesitate to share with people, a ring is closed when the ring is less, until in the end, all in the same ring. 1. Can increase the limit of movement, such as: two people, three feet, or rules to jump, and so on. 2. Stipulate that there must be at least two boys in the circle of rope, or at least one type A person, etc., etc., etc. can become an awareness activity. The lead skill moderator should pay attention to the pace of the team members to adjust the pace of the activity, such as deciding to take a few rope circles at a time, and the goal is to make the activity compact, which is the main key. Revelation: it can be defrosted, or built by a team, and can be used to solve the problem solving ability of the team. It is an activity that isboth stimulating and education. It also applies to orientation, or fellowship activities.3, name the solitaire game: the game method: team members in a circle, any nominate a student self-introduction, unit name, the second students take turns to introduce, but want to say: I'm a * * * * * *, behind the third student said: I am behind the back of the * * * * * * * * *, in turn down... Finally, one of the trainees will repeat the names and units of all the students in front of them. Revelation: the game can active atmosphere, break the deadlock, accelerate the understanding between students, let volunteers as soon as possible Let their familiar, know each other's name, is applied to the new volunteers to know each other very well.4. Left and right protection: game method: (1) in the classroom, before the activity starts, please ask the students to align the seats before and after the seats. (for example, if you are outdoors, please arrange your classmates in a sequence and align them before and after each column.) (2) please recognize the names of the two students first. (3) the leader should be prepared in advance of the class classbook, activities in the beginning, by the name on the smoke leader classbook, were called to the name of the students, the first students will raise right hand, and the left to the right of the first students to instead of the name was called to the students loudly answer "yes", were called to the name of the students do not need to make any response. (4) if a student fails to make a response in the name of the person who has been named, the leader may invite him to perform or lead the activities. (5) according to the above steps, if successful, students may be asked to knowmore about their two classmates, so as to increase the difficulty of the activity. Enlightenment: this activity is mainly used in the unfamiliar situation of the members of the group, and the use of this warm-up activity can give members a chance to know their neighbors and increase their familiarity with each other.(2) communication and cooperation gamesCommunication and cooperation games can improve teamwork ability and deepen the relationship between volunteers. The game design simulates the volunteer activity process, raises the question, inspires the volunteer to think, is a kind of relaxed and pleasant training method.1. High-flying eggs: the number of people: the group of five is the best, not more than 30. Time: thirty minutes. Materials and venue: one egg, one balloon, one plastic bag, three bamboo sticks, two plastic spoons and two forks, three rubber bands. Three stories high in the room and downstairs. Purpose: to experience the creativity and team spirit of team members. Procedure: the workman assigns the above material to each group. Please leave the eggs on the ground according to the height (about three to four floors) designated by the workman. In order to keep the eggs from falling out, you can use the materials you give to design your umbrella. Each group has 20 minutes to discuss strategy and create protective equipment. After 20 minutes, each group can assign a student to throw the egg on the ground at a designated height, while the other students can observe and check whether the fallen eggs are in good condition. The best egg group is the winning group. The task force canreward the winning group with small gifts as encouragement. After the topic activity is completed,How does each member of the group feel invited to tell the story? Is the group satisfied with the performance of the team? Where are the successes and failures? What are the new inspirations for team cooperation? Revelation: it can be used when training volunteers in the recruitment department. The advantage is that through the small game activity atmosphere, and some small problems, guide people to use the brain, discover the volunteer service, how to work together to achieve the best results. There is a small and small effect.2. The number of people: eight to ten. Time: thirty minutes. Material and site: no material, flat space. Rules of the game: the workman makes each group member to form a small circle facing the center, while the worker stands in the center for demonstration. The workman wraps his hands around his chest and makes the following conversation with the team member. Employee: "my name is... [my own name], I'm ready, are you ready?" The team member replied, "ready." Worker: "I pour?" Group member: "yes." At this point, the crew relaxes completely and falls completely into the hands of the group members, while the team members drive the staff clockwise for two circles. After the worker has finished the demonstration, each member can take turns trying. After the activity is completed, everyone will share the feeling during the activity. What is the most memorable part of the game? During the activity, how do you feel about the team's spirit of cooperation and trust? Note: this activity can only be carried out after initial understanding between the group members, and must not be carried out in theearly stages of the small group. Please pay careful attention to safety. If any member of the team may affect the safety, the staff should stop the game immediately. If some members fail to relax their bodies, they cannot complete the game. The task force does not have to force these group members to complete the activity, because the level of trust varies from person to person. Revelation: helping volunteers understand that trust is built on confidence in other members of the department. Volunteer communication is the foundation forconfidence-building. When trust is established, volunteers can feel the support and encouragement within the department. It can be used in a preliminary understanding between volunteers, within each department, to make people aware of the importance of trust and increase mutual trust.3. Number of people: large groups can be divided into three groups of five. Time: thirty to forty minutes. Materials: the length of the three ropes is ten meters, nine meters, six meters and fifteen blinders. Venue: vacant lot. The first stage: the workman divided fifteen people into three groups, the group 1: ten meters of rope; Team 2: nine meters of rope; Group 3: six meters of rope. The workman gave each person a blindfold and told them to bring the blindfold on, group 1: put the rope into a triangle; Group 2: place the rope in a square; Group 3: place the rope into a round shape; Stage 2: after completing the first stage, the crew of the three teams combined to build a "house".Discussion topic: please try to compare the situation of stage 1 and stage 2. The stage is chaotic. Why? If you are the leader of the three groups,How would you organize the second phase of the task more effectively? Enlightenment: the role of the game plays a role in the leadership of the volunteer group and enhances the communication between volunteers so as to achieve the objectives of the task. And by discussing the topic and reflecting on the usual volunteer activities, the problems that arise in the leadership are solved in a timely manner.4. Concentric web: activity time: five minutes. Preparation materials: five knitting wool, five cans of canned drink. The activity process: 1. Group of eight people, divided into five groups. A group of wool and a can of drink. The eight people gathered in a small circle, one of which was held by one of them, and the wool ball was thrown to one of the other seven, and the others to the others. Each person must hold a knitting yarn and then throw it to the others. Each person can receive a number of yarn. 3. The wool in eight of the loops in the net-like, wait until the team members think network is strong enough to hold up enough canned drinks, can drink upright on the Internet (or will hold up), if drink upright but not be successful. Enlightenment: let the volunteers know the importance of cooperation, and use the training to enhance the atmosphere of cooperation.Ice breaking(a) a piece of five-wool1. Goal: to break the diaphragm between students and get on well as soon as possible, and as a team pre-establishment warm-up activity.2. Game method:(1) to order "price" for all trainees;(2) gather all the trainees to the vacant lot and turn right and start running;(3) the lecturer casually tells a "price" to put students together at the fastest rate;(4) the lecturer examines the group of students to select the fastest and most accurate group and praise them.3. Operation points:(1) venue: all students should be able to run after the circle and try to be outdoors.(2) the gender of the students is "price", and the gender of the general population is "five hairs";(3) if the number of students is determined to operate, it is generally better than 40;(4) to mobilize participants' participation and enthusiasm at any time, the first time the students' reactions will not be very warm, and they may consider offering incentives for stimulating;4. Lecturers' comments:(1) some people don't start with understanding the rules of the game or other reasons and wait for others to pull him;(2) everyone is important and indispensable;(3) everyone may not be important, because more will be discarded.(4) the team will be chaotic in the early stages of the establishment, without direction;(5) it is possible that the partner will play more in rewarding stimulation;(6) the partner will be able to properly arrange the matching of men and women after mastering the rules of the game;(7) a lot of people are not very committed at the beginning of the game, but they will be highly concentrated after a few failures.(8) the new person will also appear in the new team and do not know how to be good. If the supervisor can bring him to the team in time, he will not feel abandoned.(2) evolution1. Objective: to break the diaphragm between students and get on well as soon as possible.And it can be used in the training of new recruits and supervisors to reflect the continuous improvement and growth of new employees in the insurance industry.2. Game method:(1) recognize that each person's growth is divided into four stages:A egg (with arms around, feet on the floor)B chicken (hands hanging in the armpit and flapping, half squat)C phoenix (hands raised on top of the head, feet and half squat)D person (walking in a normal person)(2) each partner at the beginning of the game are the eggs, and then to find the same kind with yourself to building-would (scissors, stone, cloth), win partners can be enjoined level, lose partners to maintain the original position looking for the same.At the end of the day, who can be promoted quickly and who can't be promoted at last. (if every partner plays the game with good faith, they will eventually leave an egg, a chicken and a phoenix)3. Operation points:(1) venue: to go out of the room.(2) pay attention to partner reactions and behaviors and try not to cheat.4. Lecturers' comments:(1) this game can be used as a metaphor for the situation when the new person joins the insurance industry. A lot of people will not be very active and overwhelmed when they are in contact. When they see other people succeed, they will catch up, but they will find fewer opportunities (others have already been promoted).(2) only the most active people can grow up quickly.Everyone needs encouragement, especially at the end.(4) everyone should treat the game with integrity, or there will be no real results.(5) most of the time you have to rely on luck, but luck is always created by yourself, and it is only when you are most engaged that luck will come to you.(6) everyone's growth takes a lot of time and cost (including physical strength). Does anyone help and encourage you?Brain teaserpurposeProvides a fast and fun to practice and to promote their interaction with strangers into task-oriented team. This is strictly a "fun" practice and should also be introduced. It mainly simple give participants a instructions by visual communication with words to do some informal free play.The number of participants was at least 12Material requirements are expressed in slides or slides.The time requirement is 10 minutesThe programEvery 3 to 4 people to form a small team. Tell them, they have five minutes to 20 in the "brainteasers" must be the theme of the article object is interpreted as a word or short phrase. The highest team will probably get the reward.。
破冰游戏
破冰遊戲指尖流轉分類：互相合作, 團康遊戲, 目的, 破冰遊戲目的：鍛煉合作精神時間：20~30分鐘:材料：指環兩個，吸管或筷子每人一支內容：1. 兩組相對而坐，各人手中一支吸管或筷子，為首者各有一枚指環。
2. 口令發出後，為首者即將指環套在吸管或筷子上，用吸管或筷子將指環傳到另一人的吸管或筷子上，最先傳完的一組即獲勝。
3. 若指環掉在地上，不可用手去拿，必須用吸管或筷子挑起，才可繼續。
喝汽水分類：互相合作, 團康遊戲, 目的, 破冰遊戲目的：鍛煉合作精神與氣量時間：15~20分鐘材料：每人一杯水、吸管內容：1. 組員平均分兩隊。
2. 各組每人一支吸管，排成單行，在距起點約10尺處為每人放置一杯水。
3. 口令發出後，各隊首位組員從起點跑向水杯，用吸管飲水，喝完後速跑回換另一人，最先喝完的那一隊算勝方。
獨臂神功目的：鍛煉合作精神時間：20~30分鐘材料：香蕉若干條內容：1. 分給組員各一根香蕉。
2. 遊戲開始，組員一手放在背後，另一手拿一條未剝皮的香蕉。
3. 口令一下，各人各自想辦法單手剝皮吃香蕉，最先吃完者得獎。
全能競賽目的：合作競技遊戲時間：20~30分鐘內容：1. 每組3~5人。
2. 組員說出比賽的範圍，例如“比高”、“比長”等，但不透露要較量什麼。
3. 各組各自推測，派出代表後，組長才宣佈要較量的專案。
例如，各組派出代表來較量身高，卻原來是要較量音高；派出代表來比頭髮長，卻原來是比指甲長等等。
4. 每次勝利得一分，最後得分最多為勝方。
搶救大兵目的：合作性時間：20~30分鐘]內容：1. 在場地中間劃一條線，組員分為甲乙兩隊，各占線的一方。
2. 各在陣地劃出一角，作為監獄。
3. 各隊員冒險跑入敵方陣地。
4. 若被敵人捕獲，就成為俘虜被囚禁監內，需待同伴到來相救才能出監獄。
5. 若拯救行動不成功，而人未及逃回陣地而被敵人捕回，則二人都淪為俘虜。
Icebreakers 英语课堂30种破冰游戏合集,英语第一堂课
Icebreakers !Select any of the following as activities for your advisory to help them get to know each other.Snowball FightThis activity works with all ages -- including adults. Students write on a piece of paper three things about them-selves. Then they crumple the paper up into a ‘snowball’ and have a one-minute snowball fight. At the end of theminute, everyone grabs the closest snowball and has to try to find the person who wrote it. They then introduce that person to the rest of the group, sharing the three facts.Non-Musical ChairsSet up chairs in a circle with one less chair than the number of participants. The advisor can start the game by being the person in the middle without a chair. Each person in the circle starts by introducing themselves to their two circle neighbors on either side. The advisor then introduces themselves to a member of the circle and asks that person who his or her neighbors are. After the student responds, the advisor invites the student to ask a yes or no question of the whole group. That question must relate something true about the student. For example, a student who surfs mightask the group if anyone has ever been surfing. Members of the class who have surfed respond yes not by talking but by getting out of their seats and finding a new seat at least two chairs away. Then the cycle starts again. Studentsintroduce themselves to their neighbors, the person left standing introduces himself or herself to a new person, and the game continues.Match GameLine up your students in two lines facing each other. If you have an odd number of students, then the advisor canplay with the unmatched student. Give the students exactly 30 seconds to look at the person with whom they’repaired and to study everything about that person. Then the students in one line turn around and close their eyes while the students in the other line change something about themselves. For example, one person may take off an earring, switch shoes, or put their hair behind an ear. Then the kids in the other line turn around and try to name what haschanged. Switch roles and play the game again.Alliteration ActivityStudents form a circle then introduce themselves with their names and something that they like that starts with the same letter as their names. The person who starts the game states the alliteration; then it’s the next person’s turn.That person repeats what the first person said, then adds his or her name and alliteration and so forth around thecircle. For example, “My name is Gloria and I love green grapes!” The next person in the circle says, “Her name is Gloria and she loves green grapes. I am Susan and I love silly stories.”Candy Gets Kids Talking!Bring in Skittles or M & Ms. Tell the kids to take as many as they want. Most are pretty apprehensive -- after all, it’s the first day of school! -- so they usually take about 10-15 Skittles. Then the teacher takes some too. Next, pick out some fun music, and for each Skittle they took the students must say one thing about themselves while moving to the music. The teacher demonstrates first, of course. An option: Each color of candy represents a category students must speak about, e.g., orange = scary memories; red = great vacations; green = something about your family; blue = favorite hobbies.A Tangled WebGather students in a circle sitting on the floor. Hold a large ball of yarn. Start by telling the students something about yourself. Then roll the ball of yarn to a student without letting go of the end of the yarn. The student who gets theball of yarn tells his or her name and something good about himself or herself. Then the student rolls the yarn tosomebody else, holding on to the strand of yarn. Soon students have created a giant web. After everyone has spoken, you and all the students stand up, continuing to hold the yarn. Start a discussion of how this activity relates to theidea of teamwork (for example, the students need to work together and not let others down). To drive home yourpoint about teamwork, have one student drop his or her strand of yarn; that will demonstrate to students how the web weakens if the class isn’t working together.Classmate Scavenger HuntProvide each student with two index cards. Ask each student to write a brief description of his or her physical characteristics on one index card and his or her name on the other. (Physical characteristics usually do not include clothing, but if you teach the primary grades, you might allow students to include clothing in their descriptions.) Put all the physical characteristic index cards in a shoe box, mix them up, and distribute one card to each student (mak-ing sure that no student gets his or her own card). Give students ten minutes to search for the person who fits the description on the card they hold. (There is no talking during this activity, but students can walk around the room.) At the end of the activity, tell students to write on the card the name of the student who best matches the description. Then have students share their results. How many students guessed correctly?Toothpick and Lifesaver Relay RaceTeams are formed into lines. Each member gets a toothpick. The first in line starts by passing a Lifesaver to the next person and they pass it on down the line. Players must use only one hand. If the Lifesaver is dropped, the team must start over from the beginning.Cracker Relay RaceSet up a chair in front of each team. Place a package of crackers near by. Each person runs out to the chair, takes a cracker, sits down and eats it. As soon as they can whistle, they can run back and tag the next person in line. A varia-tion is to use bubble gum instead of crackers. The students must chew the gum and blow a bubble before tagging the next person.Mime Down the AlleyThis activity gives students an opportunity to communicate an object or idea to each other so that the last person has the same “message” as the first. Participants are divided into groups of eight to ten people. Each group sits in a straight line, facing backward except for the first person. Participants are not allowed to talk at any point in the game. The first person in each line is given an object to mime (i.e., a toaster, a computer, a jack-in-the-box) – the only requirement is that it can be shown in pantomime in a seated position. The first person taps the second person in line on the shoulder so that they turn to face each other. The first person mimes the object, and when the second person thinks he knows what the object is, he nods. Then the object is mimed to the next person, traveling down the line to the last person. The objective is for the pantomime of the object to be clear enough each time that it stays the same object all the way down the line. Usually, the object changes into something entirely different – the interesting thing is to see how it changed along the line. Each person should tell the others what they thought the object was, and discuss what they saw the others demonstrating.Notes: There are many variations that can be played with this game, by changing the object to a movie or book title, or incorporating concepts from a curricular area into the game. For example, the pantomime could be of a preposi-tion or a science concept.Name GameA game for the first day of class, so that everyone learns each others’ names. The participants sit or stand in a circle. The leader says, “We are having a party, and everyone has to bring something for the party that begins with the same first letter as their name. My name is JANINE, and I am bringing a bag of JELLYBEANS.” The person to the leader’s right says his name and item, and then repeats the leader’s name and item: “My name is ERIK, I am going to bring EGG SALAD. This is JANINE, who is bringing JELLYBEANS.” Each person in turn introduces himself, announces their item, and repeats the name and item of everyone who preceded them. This means that the last person has to remember everyone in the group, or at least try. The leader should encourage others to help out when participants get stuck on someone’s name or item, with verbal or pantomimed clues.I NeverMaterials (optional): 10 or so tokens for each student A student begins by stating something they have never done, for example “I have never visited California.” Each student who has done that thing acknowledges it to the person who made the statement by giving a token to the person or by standing up. The game continues around the circle until each person has said “ I never........”Me, TOOOne student says something that is true about him/herself, for example “I love to play basketball!” or “I have two brothers.” People for whom this is also true snap their fingers in unison or stand up (choose one or the other) and say, “Me, too!” The game continues around the circle until each person has said something about her/himself.The Wind is a-blowin’One person stands in the middle, and his/her chair is removed. S/he then says, “The wind is a-blowin’ for anybody who ...” and finishes the sentence with something about her/himself. Everybody who fits that category has to move and find a new seat, including the person in the middle. The person who ends up without a seat starts the next round.Frog DetectiveAll heads are put down and a “frog” is chosen. The frog sticks her/his tongue out at other students in the circle as if catching flies, avoiding being seen by anyone but the target. When the frog does this to a student, that person is “put to sleep” and is out of the circle for this round. The rest of the group are detectives who try to determine who the frog is. When someone thinks they know, they tell the person who chose the frog in the first place. If the guess is wrong. the guesser must go to “sleep.” When three have correctly guessed who is the frog, that round is over and a new round starts.Pass the ChickenEquipment: a rubber chicken or other object to pass; prepare the topic cards for this game-in advance. Topics can relate to curriculum or be general-information topics.In this game, nobody wants to hold the chicken. Everyone sits in a circle. Select someone to be It; that person starts with the chicken. The teacher or “caller” says to It (for example), “Name five American Presidents. Pass the chick-en!” As soon as the caller says “Pass the chicken,” It passes the chicken to the right and begins answering the ques-tion as the chicken gets passed around the circle. If the chicken returns to It before It correctly answers the questions, they remain It. If It answers correctly before the chicken returns, the person holding the chicken when the answer is completed becomes It. Suggested topics: rivers in the U.S., vegetables, combinations of numbers that add up to 21, etc.Count UpStudents count to 10 as a group, one person spontaneously calling out a number at a time. Students may not form a pattern to get to 10, and the counting must go in numerical order. If more than one person speaks at one time, the game starts over from one.In the Manner of the AdverbOne student is in the middle of the circle, and the chair they vacated is removed. The student approaches someone and asks, “Is this seat taken?” If the answer is yes, the two exchange places. If the answer is no, they must ask some-one else. As the person is asking the question, people behind them are quietly changing places. If the person in the middle catches them changing seats, they try to take one of the empty seats.Win, lose, or DrawOne student is given a word to illustrate on a chartpad (big!) while the rest of the group guesses what the word is. Whoever guesses correctly illustrates the next word.Arm HockeyEquipment: One or two balls (“pucks”)Everyone stands in a circle with legs a little more apart than shoulder width. Neighbors’ feet touch. Students are al-lowed to use one arm (the “hockey stick”) to try to hit the ball between someone’s legs (the “goals”). The ball must be hit with an open hand and cannot bounce off the floor. When a ball goes through someone’s legs, the game can simply begin again, or the player through whose legs the ball escaped can leave the circle until another person is out, then take that person’s place in the circle. Variation: 3 or 4 “goalies” try to block the ball while others see how many goals they can score in a set time.Ra-di-oStudents sit in a circle, with room to stand outside the circle. Each syllable of the word radio has a hand gesture:-ra- is one hand on the head pointing right or left; -di- is one hand under the chin pointing right or left; -o- is a finger pointed to anyone in the circle. The game begins with somebody gesturing -ra-. If the person points to the left, the action is “passed” to the person on the left, and that person must pass -di- to the left or right by using the chin gesture. The person receiving the -di- points the -o- to anyone in the circle by pointing and looking at someone in the eye. If a mistake is made (the wrong person responds, or the person pointed to doesn’t respond immediately), the mistake-maker is out. That person stands outside the circle and becomes a Heckler, whispering words to confuse the group. As others become out, they join the Hecklers. You can continue until there is only one person left, or stop when time runs out. Regularly stopping short of a “winner” emphasizes fun rather than competition.Crazy ChairsStudents sit in a circle. One person is “It” and stands in the middle, which means one chair is empty. It tells the people on either side of the open chair which direction the circle should move. People move one at a time in that direction, when the chair next to them becomes empty. It tries to take an open chair. When the student succeeds the chairless person becomes It, and the game continues. Variation: Someone can slap a chair to reverse the direction in which the circle moves.ImpulseTwo equal teams are formed, and each chooses a leader, who stands at one end of the team line. Members of the team hold hands, as the “impulse” will be passed by a squeeze. A ball or beanbag is within the reach of the last per-son in each line. The facilitator flips a card or a coin and calls out “red,” “black, “heads,” or “tails.” When “black” or “heads” is called, each leader squeezes the hand they are holding. The squeeze is passed through the line until it reaches the end. The last person reaches for the ball or beanbag. Whoever gets it wins, and goes to the other end of his/her line, becoming the leader . Then another round is played.Ice BreakersThis activity sheet is great to use with new groups of students as a way to get them ready to learn or do an activity together.1. Get 20 different autographs on the back of this sheet. Include first, middle and last names.2. Untie someone’s shoes and tie them again. Have the person initial here _____3. Find someone who has a family member whose birthday is in the same month as yours. Have them write the person’s name here ________________________4. Get someone to roll a somersault and sign his/her name here ________________________5. Have someone do 5 push-ups for you and sign his/her name here ________________________6. Play “Duck Duck Goose” with everyone in the room. Be sure everyone gets a turn.7. Do 25 jumping jacks and have someone count them off for you. Have them sign here ______________________8. Do the “Bunny Hop” with four other people. Have two of them initial here _______ ________ZIG ZAG ZOP1. Everyone sits in a circle. One student starts by saying ZIG and looks at another student.2. That student now says ZAG while looking at another student.3. Now the third student says ZOP while looking at another student and pointing to them with a fully extended arm. Only ZOP has the arm motion. If a student does not move their arm on ZOP he/she must sit down.4. For an advanced version – speed it up. If a student hesitates he/she is out.Ball TossRequires a soft ball or a bean bag that is easy to catch.1. Ask students to stand in a circle and one at a time toss the ball to each other.2. They can choose the order, but everyone should receive the ball only once.3. The last person should throw the ball back to the person who began the tossing.4. Time them and see if they can do it faster each time.5. Try to break your “speed” record.6. This game stresses teamwork and concentration.Pig Drawing / Partner Match-UpRequires paper and pencil.1. Say “When I tell you to begin, I want you to draw a pig. You have 30 seconds – GO”2. Time them for 30 seconds and then ask them to put their pencils down.3. Ask them to look around the room at all the drawings and then partner-up with a person who has drawn their pig in a similar way.Partner Introductions1. With your partner spend three minutes talking to each other to find 3 things that you have in common. Talk fast.2. Time them for three minutes. (They may come up with food, books, activities they both like, sports they both play or they may have the same number of brothers or sisters, etc)3. When the time is up have them introduce each other to the rest of the class and include the things they had in common. At the end, you may also observe the things the whole class had in common or were very similar.Ring GameRequires a large circle of rope and a ring.1. Students form a circle sitting on the floor/ground.2. Each student puts both hands on a large circle of rope.3. One student stands in the middle.4. The goal of the game is for the students in the circle to pass the ring (passed through the rope) around the circle using their hands and a rhythm so that the person in the center doesn’t see where the ring is.5. Students can get a rhythm going by counting “1..2, 1..2” “oooh, aaah” or “School is cool”6. As they are chanting, their hands come together on one word and go out on the other and they are passing the ring around the whole time.7. Students should all practice this.8. Choose one student to go to the center and watch carefully. After a little while say “stop” and the person in the middle tries to guess who has the ring.9. They should have several tries.10. At any point a new person can go to the middle.Spoons Card GameYou need a deck of cards and some spoons (plastics will do fine).1. Students sit on the floor to play.2. Deal 4 cards to each person.3. Put enough spoons for each person in the center of the circle – MINUS ONE4. Everyone in the circle wants to collect four of a kind.5. The dealer takes a card from the top of the remaining deck and decides whether or not to keep it.6. If the dealer wants to keep the card…they choose another card from their hand to pass to the left.7. The person to the right passes their unwanted card to the person to their left (all the way around the circle)8. The dealer continues to draw from the deck and pass on unwanted cards until someone gets four of a kind.9. As soon as someone has four of a kind, they take a spoon (in a very unsuspecting way) from the center of the circle.10. When the rest of the group notices a spoon is gone…everyone grabs a spoon…the person who does not get a spoon gets an “S.”11. If a person gets all the letters in the word “SPOONS” they lose the game.Ranking TraitsAsk students to rip a piece of paper into ten strips. On each they write a word or phrase that describes themselves. Assure students that no one will see what they have written, so a student can be extremely honest. Then the student arranges the traits in order from what he most likes about himself to what he least likes.When done, say, “Do you like what you see? Do you want to keep it? Now give up one trait. How does the lack of that affect you?Now give up another. Give up three. Now what kind of person are you?”After giving up six of the qualities, I have students regain the traits one by one. You may hear comments about how incomplete the student feels without those traits, and a new understanding of the importance of those traits, as they are regained.。
。整场活动紧凑、内容丰富、设计精巧
整场活动紧凑、内容丰富、设计精巧
整场活动紧凑、内容丰富、设计精巧方案，确保参与者能够充分参与并获得积极的体验。
以下是活动的整体流程及每个环节的详细描述：
1. 活动开场
- 主持人欢迎参与者并介绍活动的目的和背景。
- 介绍活动流程和时间安排，以确保参与者能够理解活动的全局。
2. 冰BREAKING活动
- 设计一个简单有趣的游戏或活动，帮助参与者打破冰，增进彼此间的熟悉感。
- 这可以是一个交流环节、团队合作活动或简单的问答游戏。
3. 主题演讲
- 邀请一位专业人士或行业领袖进行主题演讲，以提供有价值的内容和见解。
- 他们可以分享自己的经验和成功故事，激发参与者的灵感和动力。
4. 分组活动
- 将参与者分成小组，让他们参与一系列互动活动。
- 这些活动可以是团队合作挑战、解谜游戏或创意竞赛等，目的是促进团队建设和合作精神。
5. 专题工作坊
- 安排专题工作坊，由专家或行业内的熟手引导。
- 参与者可以选择自己感兴趣的主题参与，例如市场营销策略、领导力发展或创新思维等。
6. 经验分享
- 邀请一些成功人士或公司代表分享他们的经验和故事。
- 参与者可以从他们的经验中学习并获取实用的建议和战略。
7. 总结和结尾
- 主持人对整个活动进行总结和回顾，强调活动的核心内容和学习点。
- 表达对参与者的感谢，并鼓励他们将所学应用到实际工作中。
通过以上的整体流程和每个环节的详细描述，整场活动将能够紧凑且有序地进行，保证参与者能够获得丰富的内容和愉快的体验。
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倾听游戏：打劫商店倾听测试：商店打样时以下是一个简单的倾听测试。
1、先将习题（一）的内容发给学员，讲师说一个情节（情节内容见习题（二）），让学员去回答下面的12个判断题2、做完习题（一）之后，将习题（二）发给学员，让学员看刚刚说的情节进行判断，提醒学员不要受习题一答案的影响3、最后公布答案习题（一）：商店打烊时请不要耽搁时间正确错误不知道1、店主将店堂内的灯关掉后，一男子到达T F？2、抢劫者是一男子T F？3、来的那个男子没有索要钱款T F？4、打开收银机的那个男子是店主T F？5、店主倒出收银机中的东西后逃离T F？6、故事中提到了收银机，但没说里面具体有多少钱T F？7、抢劫者向店主索要钱款T F？8、索要钱款的男子倒出收银机中的东西后，急忙T F？离开9、抢劫者打开了收银机T F？10、店堂灯关掉后，一个男子来了T F？11、抢劫者没有把钱随身带走T F？12、故事涉及三个人物：店主，一个索要钱款的T F？男子，以及一个警察习题（二）：商店打烊时某商人刚关上店里的灯，一男子来到店堂并索要钱款，店主打开收银机，收银机内的东西被倒了出来而那个男子逃走了，一位警察很快接到报案。
仔细阅读下列有关故事的提问，并在“对”、“不对”、或“不知道”中作出选择，划圈。
请不要耽搁时间正确错误不知道1、店主将店堂内的灯关掉后，一男子到达T F？2、抢劫者是一男子T F？3、来的那个男子没有索要钱款T F？4、打开收银机的那个男子是店主T F？5、店主倒出收银机中的东西后逃离T F？6、故事中提到了收银机，但没说里面具体有多少钱T F？7、抢劫者向店主索要钱款T F？8、索要钱款的男子倒出收银机中的东西后，急忙T F？离开9、抢劫者打开了收银机T F？10、店堂灯关掉后，一个男子来了T F？11、抢劫者没有把钱随身带走T F？12、故事涉及三个人物：店主，一个索要钱款的T F？男子，以及一个警察习题三：商店打烊时（答案）请不要耽搁时间答案1、店主将店堂内的灯关掉后，一男子到达？商人不等于店主2、抢劫者是一男子？不确定，索要钱款不一定是抢劫3、来的那个男子没有索要钱款F4、打开收银机的那个男子是店主？店主不一定是男的5、店主倒出收银机中的东西后逃离？6、故事中提到了收银机，但没说里面具体有多少钱T7、抢劫者向店主索要钱款？8、索要钱款的男子倒出收银机中的东西后，急忙离开？9、抢劫者打开了收银机F10、店堂灯关掉后，一个男子来了T11、抢劫者没有把钱随身带走？12、故事涉及三个人物：店主，一个索要钱款的男子，以及一个警察？规则的意义一、活动目的1．让学生树立良好的规则意识，在规则许可的范围内自由活动。
2．让学生树立良好的责任意识，学会为自己的行为负责，为自己的生命负责。
3．让学生们认识并澄清自己的生命价值观，学会珍爱生命。
二、活动时间大约需要30分钟。
三、活动道具阅读材料每人一份、纸、笔若干。
四、活动场地以室内为宜。
五、活动程序1．将班级同学分为6组，每组8人左右；2．发给每个小组每位同学阅读材料，读完材料后，请回答后面的问题；3．每个人思考完后再在小组内交流，记录员记录，最后总结出小组的观点。
阅读材料有一个火车轨道，由于道路改道，原来的铁轨不用了，新的路轨建好并通车了。
在新修建的路旁，树了一块牌子，上写“严禁在此轨道玩耍”。
有几个学生放学后来到了这里，有一个学生看到牌子的警告语后，他就跑到了原来的旧轨道上去玩，而其他三个学生虽然看到那块牌子，但他们不理会，仍旧跑到新修建的轨道上去玩。
这时突然一辆火车疾驰而来，速度太快，学位们已来不及从轨道上离开。
假定这两个岔道口中间有个控制装置，可以决定火车往哪个方向开，既可以沿着新的轨道也可以沿着原来的旧轨道开。
（1）如果你是控制员，你会把火车调到哪个方向？是原来的旧轨道还是新的轨道？为什么？说说你此时的心情。
（2）如果你是下面那三个在新轨道上玩耍的学生之一，你希望控制员把火车调到哪个方向？为什么？说说你此时的心情。
（3）如果你是上面那个在旧轨道上玩耍的学生，你希望控制员把火车调到哪个方向？为什么？说说你此时的心情。
六、注意事项1．这个选择游戏看起来有点残忍，在活动中，有许多学生或许会逃避选择，这一点希望主持人有一个心理准备，有的学生会说在火车来临之前让学生们走开，或者说生活中根本就不会出现这种事情。
这实际上是逃避对问题的回答。
2．主持人在主导游戏讨论时，要让学生充分讨论和争鸣，主持人也可以和学生对各自的观点进行辨析。
在活动中，主持人应该尊重学生各自的选择。
对学生回答中出现的一些问题，不能仅仅凭自己的经验而轻易判断对错，特别是当假定自己是在新轨道上玩耍的学生时，许多学生都希望自己不死，这不能说是学生自私，而是人的一种本能反应。
价值拍卖一、活动目的1．激发学生思考自己的价值观念，学会抓住机会，不轻易放弃。
2．帮助学生体验和澄清自己的人生态度。
二、活动时间大约需要25分钟。
三、活动道具足够的道具钱、不同颜色的硬纸板、拍卖槌。
四、活动场地室内。
五、活动程序1．事前准备将拍卖的东西事先写在硬纸板上（最好是不同的颜色），以增加拍卖的趣味性及方便拍卖进行。
2．宣布游戏规则每个学生手中有5000元（道具钱），它代表了一个人一生的时间和精力。
每个人可以根据自己对人生的理解随意竞买下表中的东西。
每样东西都有底价，每次出价都以500元为单位，价高者得到东西，有出价5000元的，立即成交。
1．爱情50012．金钱10002．友情50013．欢乐5003．健康100014．长命百岁5004．美貌50015．豪宅名车5005．礼貌100016．每天都能吃美食5006．名望50017．良心10007．自由50018．孝心10008．爱心50019．诚信10009．权力100020．智慧100010．拥有自己的图书馆100021．名牌大学录取通知书50011．聪明100022．冒险精神10003．举行拍卖会（1）由主持人或学生主持拍卖。
（2）按游戏方式进行，直到所有的东西都拍卖完为止，然后请学生认真考虑买回来的东西。
4．讨论交流（1）你是否后悔你买到的东西？为什么？（2）在拍卖的过程中，你的心情如何？（3）有没有同学什么都没有买？为什么不买？（4）你是否后悔自己刚才争取的东西太少？（5）争取过来的东西是否是你最想要的？（6）钱是否一定会带来快乐？（7）有没有一种东西比金钱更重要、或比金钱带来更大的满足感呢？（8）你是否甘愿为了金钱、名望而放弃一切呢？有没有除了比上面所说的这些更值得追寻的东西呢？六、注意事项1．拍卖过程中，要注意纪律不能太乱，否则活动就成为乱哄哄的滑稽表演。
2．有的同学可能会重复使用自己手中的代币券，主持人应注意提醒这些学生购买所付出的钱不能超过5000元。
少数决（改编自诈欺游戏）日常生活中我们接触到的，绝大多数都是少数服从多数，今天我们介绍的确实另外一种游戏——少数决规则很简单，你们中派出一个代表A,他说出一个答案为是或否的问题，比如“地球是圆的”主持人倒数三二一，选择是的人举手，比较两边人数较少的一方胜利。
当两边人数相等时，重新开局。
最终决出一或两个胜利者。
示范版问题的答案并不是十分重要，重要的是，你要考虑身边的人怎么想这个问题，他们会怎么回答。
正式开始讲解完美解法46人局 16人组队法Live or die(改编自神探夏洛克）视频代替品白醋自来水一次性杯子撕纸游戏形式：人数不限类型：沟通技术时间：5-10分钟材料和道具：A4复印纸（必须保证每人两张）场地：室内操作程序：1、请辅助人员给所有的学员发一张纸，按照培训师的指令去做，任何学员都不能发声（可以要求学员闭上眼睛）。
2、培训师引导学员将纸对折一下，然后再对折一下，在右上角撕去一个角，然后转动180度，再将手中所拿纸的左上角撕去，然后把纸打开。
培训师会发现各种不同的答案，有很多学员的图形和培训师所折的图形是不相同的。
3、再发给所有学员一张纸，重复做上面的动作，只不过这次允许学员在做的过程中可以向培训师发问，并提出自己的一些疑问及不清楚的地方。
譬如问清楚对折是横折还是竖折，折过后的开口朝哪个方向等。
在此基础上做完所有的全过程，然后要求队员将纸打开。
将培训师手中的纸所打开的图形与队员手中的图形作比照，会发现图形不一致的现象还是有存在，只不过较上次少了许多。
4、引导学员探询结果不一致的原因。
有关讨论：1、完成第一步之后可以问大家，为什么会有这么多不同的结果？可能答案：第一次是因为学员不许问问题，所有的信息都是培训师传送给我们，因而是单向沟通。
在单向沟通的过程中最容易发生沟通的不足，产生误差。
培训师虽然说得很清楚，但学员未必都听到了；或者即使是听到了，但也未必是听懂了，所以呈现的结果会很不一致。
2、完成第二步之后又问大家，为什么还会有误差？可能答案/总结归纳：第二次时允许学员在游戏的过程中提问，这较以前是进步了，即是双向的沟通。
但有部分学员仍然会出现与培训师不一致的地方，是因为学员没有抓住关键点的信息，譬如说对折后开口朝哪个方向等。
也就是说在沟通的过程中，无论是信息的发布者还是信息的接受者都要把握好关键的信息。
任何沟通的形式及方法都不是绝对的，这也印证了“沟通无极限”的道理。
它依赖于沟通者双方彼此的了解，沟通环境的限制等，沟通是意义转换的过程。