The real me
Young children will really enjoy this art project that reviews the structure I like... and food words. Have the students draw a picture of themselves showing the foods they like, e.g. noodles for hair, candy for earrings, a strawberry for the nose, etc. The students share their pictures with the class and make sentences about what they like, e.g. I like noodles. I like candy. The students can write what they like under their pictures and hang them in the classroom.

Body poster
To review body parts, divide the class into two groups and give each a large piece of paper. Have one boy and one girl lie down on a paper and have the rest of the students draw around their bodies to make posters. The groups label their posters, e.g. This is (Student 1's name)'s mouth. These are (Student 1's name)'s feet., etc. The groups can decorate their posters by coloring in the body parts and clothes. When the students are finished, display the posters on the walls around the classroom. The teacher can use them to ask questions, e.g. What color are (Student 2's name)'s eyes? Is (Student 1's name)'s hair long or short?, etc.

Silent movie
Show a short segment of a cartoon video with the sound turned down. Students should guess what the characters are saying, using their imaginations and the visual cues. The teacher writes the student's ideas on the board, then replays the video segment so students can hear the actual dialog. The teacher then plays another short segment and progresses through the whole video this way.

True or false?
This game works with the Do you know...? and Bonus pages. Prepare a list of true and false statements about things happening in the pictures. The students stand up and look at the picture. The teacher makes true and false statements, e.g. Two girls are playing the guitar. If the statement is true, students say It's true. and sit down. If it's false, students say It's false. and remain standing. Explain that sometimes students stay standing or sitting according to the previous statement. When students get used to the activity, the teacher speeds up.

Photo dictionary
Divide the class into small groups and assign each group a word. Give each group paper and crayons/markers. The groups draw pictures to illustrate their words and then write the word underneath in large letters. Then they cut out their drawings. The teacher has each group pose with their drawings and encourages them to pantomime the word meaning also. For example, for the word farmer, students might pose as if they are digging with shovels or picking vegetables from the ground. The teacher takes photos of each group. The photos can then be put into a photo album to form a picture dictionary and/or laminated and used as flash cards. Keep adding to the dictionary and flash cards as students learn new vocabulary.

Face collage
After introducing emotion words to students, bring old newspapers/magazines and hang eight large pieces of paper on the wall/board. Have volunteers label each one with a feeling word: tired, scared, excited, happy, upset, angry, nervous and sad. Tell the students Let's make a collage for each word. Find as many faces as you can for these words and glue them to the poster! Distribute the magazines and newspapers to the students. They cut out faces, then glue them onto the appropriate paper. While they are working, the teacher circulates around the class and asks questions, e.g. Is he (angry)? Why do you thinks he's (happy)? When the collages are finished, students can use the posters as game boards: they take turns tossing a coin onto a poster. Then they make sentences about the face where the coin landed, e.g. He's (angry) because he (lost his homework). The teacher can then hang up the posters on the wall.

Send me a postcard!
This game helps students to review past-tense verbs. Distribute paper to students. Students make postcards of places they have visited. On one side of a piece of card or paper, they write a sentence, e.g. I went to (Paris). On the other side of the card, they draw some pictures representing what they did on their trip and write sentences, e.g. I painted a picture., I helped a friend., I listened to music., etc. The teacher can provide extra vocabulary if necessary. When students are finished, they stand in a circle, holding their postcards. Play some music. While students are chanting, they pass the postcards around the circle. When the music stops, ask several students Where did you go? Each student answers according to the information on the postcard he/she's holding, e.g. I went to (England). I (painted a picture). Play the music again. Continue until all students have had a chance to speak.

Pass the timer
Choose a picture with lots of things happening in it and show it to the class. Each student should name two items in the illustration. The teacher brings in a timer that ticks and sets it to 30 seconds. Students pass the timer around the class. The student holding the timer when it goes off stands up, points to two items on the picture and names them for the class. Then he/she resets the timer for thirty seconds and continues the game.