NAMES AND ADJECTIVES


Ask each person to take a few moments to think of an adjective that starts with the same letter as their first name (e.g. “Merry Marilee”).  Start by modeling it yourself.  Then move around the group asking each person to state their name/adjective combination.  Additionally, participants can be asked to share “where they work”, or other pertinent information.  At various points during introductions, or at the end, ask for volunteers to remember each of the names, with adjectives that have been volunteered thus far.  Reinforce the efforts and successes of the volunteers.

SOURCE:
Cornell University.
Internet.  Accessed on June 19/00
Available URL: http://www.cornell.edu/OHR/TNET/Icebreakers/Icebreakers.html


 
 

NAMES AND STORIES


Ask participants to introduce themselves, with each person talking briefly about the most ridiculous thing they’ve done in their working life.

SOURCE:
Cornell University.
Internet.  Accessed on June 19/00
Available URL: http://www.cornell.edu/OHR/TNET/Icebreakers/Icebreakers.html


 
 

BALL TOSS/GROUP JUGGLE


Icebreaker for Day 2 of a multi-day training session.  Good for a group of at least 12 and up to 30 where people know each other, but the whole group is getting acquainted:

By the time there are three balls going, it gets pretty chaotic and fun.  By now all names have been said so many times that everyone should have a pretty good idea of who’s who and they are pretty warmed up and ready to go.  If (I should say, when) someone drops a ball, simply give them a chance to chase it down and just pick up where you left off – no need to start again.

SOURCE:
Cornell University.
Internet.  Accessed on June 19/00
Available URL: http://www.cornell.edu/OHR/TNET/Icebreakers/Icebreakers.html


 
 

FIND AN OBJECT


Objectives:

Design: Some considerations:

About size, I’ve done this with up to 16 people and it took about 30 minutes.  Most people don’t go on very long.

It helps to have access to nature because of the greatly increased store of objects to be found there but I have also done it in homes.  It could be done in an office environment if people had enough time to wander around looking for something.

It is helpful to emphasize that they don’t have to find the ultimate object and they shouldn’t think too hard about it but just let objects speak to them, e.g. whatever seems to catch their eye should be considered.  This is also a good example of “challenge by choice” in that participants can choose how much they wish to share of their “inner life” based on the notion that learning requires some willingness to take risk.

Alterative:

Each participant introduces themselves and then shows the group an object they brought into the session (It could be from their pocket, purse, briefcase, etc.).  They must then tell the group why that object is significant to who they are.

SOURCE:
Cornell University.
Internet.  Accessed on June 19/00
Available URL: http://www.cornell.edu/OHR/TNET/Icebreakers/Icebreakers.html


 
 

TOILET PAPER GO-ROUND


Purpose:

Material:

1 roll of toilet paper (if you “borrow” it from an office bathroom, be kind  and leave some for your colleagues!)

Instructions:
 


Have fun!

SOURCE:
Cornell University.
Internet.  Accessed on June 19/00
Available URL: http://www.cornell.edu/OHR/TNET/Icebreakers/Icebreakers.html


 
 

TWO TRUTHS AND A LIE


Objectives:

Design:
In groups of three to eight (depending on how much time you want to devote to this exercise) have individuals take turns making three statements about themselves – two which are true: one that is a lie.

Once they come to some kind of consensus, the individual who made the statements not only tells which is the “lie” but also provides a bit more background about the “truths” as well as what made them think folks might have thought the “lie” was a “truth”.

A group of three can easily do this in less than 10 minutes.  A group of eight can take from 20 to 30 minutes.

Comments:

This game works well with groups that are new to each other.  It is often surprising how relative strangers can instinctively pick up nuances between truths and lies based on very little information.

The game also works well with groups that have been together for a while and think they know a lot about each other.

The first person or two asked to make statements can find it pretty difficult, but after a couple of folks have taken a turn others typically find it easier to do.  One way to help alleviate this am make the process run smoother is to alert a couple of people beforehand to begin thinking so that they can be somewhat more ready to volunteer.  This type of a “plant” can make it much easier for folks who come later because they won’t see someone “struggle” and get “uptight” about their ability to “perform”.  Another way to get around the difficulty the “first” folks have is to start it yourself.

This exercise can also be done “electronically” with groups that aren’t physically located together, but have “assembled” to work together on some task – for example a cross-functional committee or a committee of a national association that has folks from across the country participating.  It takes a little longer – a group of seven I once participated in took a month of calendar time to do an e-mail version of this – but it provided the same benefits.

SOURCE:
Cornell University.
Internet.  Accessed on June 19/00
Available URL: http://www.cornell.edu/OHR/TNET/Icebreakers/Icebreakers.html


 
 

LET’S MAKE A DEAL


4 to 8 people per team (10 to 15 minutes)

Make up a worksheet with 6-8 items listed that the team members would likely have with them.  Make 1 or 2 items, more uncommon things.  Assign a recorder based on some criteria (i.e. person with the oldest car, whose birthday is next, who has the longest name, etc.)  The team gets points for EACH person who has these items.  Only one of each item per person can be counted and the team with the most points wins.  Your list could include: a  photograph, a calculator, a pencil, more than three credit cards, an unusual keychain, something red, etc.
This icebreaker helps give a team a sense of identity.  Be sure to award a prize!

SOURCE:
Susan Boyd Associates
Internet.  Accessed August 5/00
Available URL: http://www.susan-boyd.com/tenways.htm


 
 

FORMING TEAM IDEAS


Colours: put a coloured dot on their nametags/book.

TV Character: write different TV show characters’ names on separate card (i.e. Gilligans Island, LA Law, Judge Judy, etc.)

Form a Body:  Make up cards that say leg, arm, head and give randomly out – ask them to form a body with 2 arms, 2 legs, 1 head.

Prize Ideas: wrapped candy, company give aways, roll of lifesavers, gold stars, funny stickers, etc.

SOURCE:
Susan Boyd Associates
Internet.  Accessed August 5/00
Available URL: http://www.susan-boyd.com/tenways.htm


 
 

FAMOUS  NAMES


As each participant enters the room, pin the name of a famous  person on his or her back.  The rules are that the participants can ask each person in the room one question that can be answered with a “yes” or “no”.  (Example: “Is this famous person still alive?”)  After the participant receives the answer, he or she must move on and  ask another person the next question.  The first person to guess his or her “identity” gets a prize.

SOURCE:
Thirty Dynamic Warmups for Groups
Internet.  Accessed August 5/00
Available URL: http://www.smartbiz.com/sbs/arts/act7.htm


 
 

DINNER PLANS


Have each person complete the following sentence:

“If I could have dinner with any person, living or dead, it would be ______ because _______.”

SOURCE:
Results Through Training, www.RTTWorks.com
Internet.  Accessed June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/Icebreakers.HTML


 
 

GOOD OR NEW


Ask each person to share something new or good they experienced in the last 24 hours.

SOURCE:
Results Through Training, www.RTTWorks.com
Internet.  Accessed June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/Icebreakers.HTML


 
 

I’M UNIQUE


Ask each person to share one thing that makes him/her unique.

SOURCE:
Results Through Training, www.RTTWorks.com
Internet.  Accessed June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/Icebreakers.HTML


 
 

MY SLOGAN


Explain that many companies have slogans or “mottoes” which reflect their values.  For example, Ford Motor Company uses the slogan, ‘Quality is Job One.’  Ask each person to write (or borrow) a slogan to describe him or herself and share that with the class.

SOURCE:
Results Through Training, www.RTTWorks.com
Internet.  Accessed June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/Icebreakers.HTML


 
 

GUESS WHO


Prior to the session have each participant complete and return a survey with 5 to 7 questions about him or herself.  For example:

During the session, read clues and have the rest of the class guess which person is being described.
 

SOURCE:
Results Through Training, www.RTTWorks.com
Internet.  Accessed June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/Icebreakers.HTML


 
 

SOMETHING NEW


On the second day of a team building, ask each person to share one thing they learned about someone on the team in the last day.  Have the rest of the group try to guess who is being described.

SOURCE:
Results Through Training, www.RTTWorks.com
Internet.  Accessed June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/Icebreakers.HTML


 
 

GETTING ACQUAINTED


Objective:

Procedure:
Each person is given a blank name tag and asked to put his or her first name or nickname on it.  Then they are asked to list five words or brief phrases that tell something about themselves that can be used as conversation starters.  Examples could be home states, hobbies, children, etc.  An illustration follows:
Mary (Freckles)
1. Arizona resident
2. Wisconsin native
3. Football nut
4. Jogger
5. Disco enthusiast
After giving the group enough time (about five minutes) to write down their 5 items, have them start mixing in groups of 2-3 (maximum).  Every few minutes, tell the group to “change partners” in order to encourage everyone to meet as many new people as possible.
Discussion Questions: Material Required:

Blank stick-on name tags

Approximate Time Required:

Flexible, depending on group size.  Maximum time 15 minutes.

SOURCE:
Newstrom, John W. and Scannell, Edward E.  (1980).  Games Trainers Play
New York: McGraw Hill Book Company  pp. 39


 
 

THE MYSTERY PERSON


Objective:

Procedure:
At larger conferences or meetings, the new attendee is often left alone and may have difficulty in getting acquainted.  The established cliques are hard to crack and the first-time attendee may feel completely apart from – rather than part of – the group.

To encourage all participants to be more friendly with everyone, designate (in advance and secretly) someone as Mr. or Ms. Mystery Person.  Prior to – and during – the first few sessions, promote the exercise by publicizing, “Shake hands with the Mystery Person. S/he will give you $1.” (or every 10th person gets $5, etc.)

Properly publicized, this exercise can be both fun and rewarding.  It is expecially useful for breaking the ice and creating a warm and friendly atmosphere.

Discussion Questions: Materials Required:

Cash prizes

Approximate Time Required:

As desired

SOURCE:
Newstrom, John W. and Scannell, Edward E.  (1980)  Games Trainers Play
New York: McGraw Hill Book Company  pp.45


 
 

TRAINEE PICTURES


Objective:

Procedure:
Take each registrant’s picture at the time they first register for the training program.  This is most useful in those extended sessions (3 or 5 day) where participants attend a get-acquainted social session on the previous evening.  The entire set of pictures can then be reviewed prior to the first work session.  This allows the trainer to gain name-face familiarity with group members much more rapidly than otherwise possible.  It is particularly useful in those settings (e.g. side-arm chairs) where the use of tent cards is impractical.
Alternatives:

Affix the entire set of pictures on a large poster board.  Include trainee names and relevant data (e.g., company unit or job/title) beside each.  Place the display near the entry door or at the refreshment table where group members can conveniently study it.

Hire a local caricature artist to create humourous interpretations of each group member (and training staff) before the first session and post them conspicuously.  Since these often capture a significant facial or personality characteristic, they can be equally useful for facilitating the memorization of names and faces.  They can also be distributed at the end of the last session as a special “graduation” gift.

Materials Required:

An instant-developing camera and film.

Approximate Time Required:

15 scattered minutes, depending on the size of the group and the speed of the photographer.

SOURCE:

Newstrom, John W. and Scannell, Edward E.  (1980)  Games Trainers Play
New York: McGraw Hill Book Company  pp.53


 
 

WHO ARE YOU?


Objective:

Procedure:
Individuals are instructed to jot down three questions that they would like to ask a person whom they are just meeting.  Suggest that they be creative and not ask the more obvious questions (name, organization, etc.).

After allowing 3-5 minutes, ask the participants to start moving around, exchanging questions and answers.  Encourage the group to meet as many new people as possible.

Reassemble the entire group and have all persons introduce themselves.  As each individual is introduced, other participants are encouraged to add other pieces of information or details shared earlier.  This will eventually provide a highly enriched composite picture of each participant.

Discussion Questions: Materials Required:

None

Approximate Time Required:

30 minutes, depending on group size.

SOURCE:

Newstrom, John W. and Scannell, Edward E.  (1980)  Games Trainers Play
New York: McGraw Hill Book Company  pp.57


 
 

CATEGORIES


Purposes:

Group Size:

All persons in a workshop may participate – the more the better.  This activity has worked successfully with groups of thirty, sixty and one hundred persons.

Time Required:

From thirty minutes to one hour.

Setting:

A large room in which all the participants can move around.

Materials:

Before the group assembles, prepare large sheets of paper as category posters.  Hang four sets (or stacks) of the posters in the four corners of the room.  The posters may be made in the following manner:

Select a few sets of contrasting terms that describe a category relevant to the training goals and needs of the group.  Examples of categories may be found in rows (left to right) of the Suggested Categories Sheet.

Using large sheets of newsprint, print four posters, each containing one of the terms describing a category.  For example:


Print the next four posters (probably unrelated to the category of the first set of posters) and place them on top of the first set.  The second set might look like this:


Continue printing and stacking (one poster on top of another) sets of category posters.  Place a blank sheet over the top poster in each of the four stacks and hang a stack in each corner of the room.

NOTE: If this activity is used as a mixer, you may use as many as six or eight sets.  If the purpose is to identify and remember individuals who take a certain stand on an issue, three or stacks is the maximum.
 

Procedure:

1.Introduce the activity with comments that include the following ideas:

2. Remove the blank sheets from the stack of posters in each corner, announcing the following instructions: 3. After seven minutes, remove this set of four sheets and expose the posters containing the next set of terms.

4. Ask the members to repeat the procedure, again selecting the terms that they would use in describing themselves and regrouping for a seven-minute discussion.

5. Repeat for remaining sets of terms.
 

Suggested Categories Sheet:


SOURCE:

Mill, Cyril R. (1980).  Activities for Trainers 50 Useful Designs.  San Diego, California: University Associates Inc.  pp.17


 
 

BIRTH RIGHT


Purpose:

Group Size:

15-50

Level of Physical Activity:

High

Estimated Time:

5-7 minutes

Props:

None

Grouping participants by birth order is a fun way for people to relate to one another--whether they already know each other or not. Use Birth Right at the beginning of a session to affiliate or after lunch to energize.

They say ("they" refers to the professors who teach courses in birth order counseling and the authors of such books as The Birth Order Book, Dr. Kevin Leman*) that there are some recognizable patterns of behavior in people that are partially due to the order of their placement in the family. It is a fascinating field of study, and certainly worth exploring if one works with children and families.

Instructions:

1. Explain to participants that:

Birth order plays a role in our childhood development; there are often common experiences and feelings shared by people of the same birth order; this is an opportunity for them to discover those commonalties.

2. Ask participants to group themselves into four corners of the room by the following birth orders: oldest, youngest, middle, and only child. Explain that middle means anyone who is not an oldest, youngest, or only child.

3. After participants are grouped, tell them they have two minutes to answer and record their agreed-upon responses to the following questions:

  • What were the advantages of being a ______________ child?
  • What were the disadvantages of being a ______________ child?
    • 4. After two minutes, ask the spokesperson in each group to read the lists aloud.


    Variation:

    1. Before Step 2, have people list the advantages of being a ______________ child on one side of a 3" X 5" card and on the other side, the disadvantages of that position. Then when they move to Step 3, encourage them to share cards and come to agreement on a few in each category.

    2. Ask each group simply to demonstrate one advantage and one disadvantage which the other groups will guess.

    3. Rather than birth order, ask participants to think of their order in the organization: new hire; been here one to two years; been here a while; been here forever (or at least it seems that way).

    Tip:

    1. Have fun playing with this one. You'll find that participants will refer back to it often during the session.

    2. If you know nothing about birth order, get a book from the library, or purchase a book to help with your understanding of the power of this activity.

    Leman, Kevin (1985) The Birth Order Book. New York: Dell Publishing.

    SOURCE:
    McGraw-Hill Trainer’s Toolchest.  Date online not available
    Internet.  Accessed date: July 17, 2000
    Available URL: http://www.pbg.mcgraw-hill.com/training/toolchest/games.html


     
     

    SONG TITLE CHARADES


    Ask participants to think about their past three months. What has been going on? How are they feeling?? Write down the one word that best describes this time period. Participants hold up words and group together by same or very similar. Small groups then think of song title that fits the word or words that brought them together. Act out for the large group to guess.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    PASS THE HAT


    Before session, facilitator writes questions or statements on little slips of paper. All are put into hat or basket and passed around the group for each person to take one and respond. This is best for smaller groups. Sample questions/statements: Describe in detail what you wore to your first formal. Tell about a blind date you had.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    THIS OR THAT


    In this exercise, participants vote with their feet. By moving from "this" area to "that" they may find themselves beginning to form a small group based on mutual interests.

    Say, "If you are more a this, stand over here. if you are more a that, stand over there", etc.

    Example: Are you more of a _______ than a ________?

    BMW .... Ford Taurus
    Bostonite ... San Francisconite
    Flute Player ... Tuba Player

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    UNIQUE NAME TAGS (FROM LEADERSHAPE)


    This exercise is good for getting people acquainted and establishing dinner partners in a group of strangers. People write something unique about themselves on their name tag, something that no one else would probably have done. Then you sit down by that person whose name tag intrigues you and learn more about them.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    MIDDLE NAMES (FROM LEADERSHAPE)

    Participants are instructed to close their eyes and not talk. They are then to line up in alphabetical order, using middle names, and prove that they are in the correct order. Other variations: in order by birthdays, etc.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    LIVING NAME TAGS


    Participants are given a sheet of paper and instructions to note certain characteristics about themselves in set areas of the paper. Tags are then taped to their chest and participants mill about reading others' name tags. After a few minutes, participants can sit down in a small group and explain their name tags.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    NAME AEROBICS


    Small groups of 8-10 work well for this exercise.  Participants must introduce themselves associated a physical motion with each syllable of their first name. The first person introduces him/herself, then everyone repeats the person's name and motion. This continues around the group, with all previously introduced people's names being repeated as the exercise goes on. After everyone has been introduced, the group mixes up and then tries to recall people's names and motions now in a different order.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    SELF-DIRECTED INTERVIEWS


    Ask participants to brainstorm a list of 8-10 things they would like to know about other people in the group. Participants then pair up with each other and conduct interviews to learn the answers to those questions. Interviewers then introduce then interviewees to the group.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    STEMS


    Participants respond to open-ended sentences or stems either verbally or in writing. Written responses can then be shared verbally with the group or posted.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    BALLOON TOSS


    This exercise quickly demonstrates competition vs. collaboration. Participants are each given a balloon to blow up and tie a knot at the end. They are then instructed to toss      their balloon as high as possible and keep tapping it in the air for 60 seconds. The goal is to be the one who still has control over your balloon (competition). After this round, participants are given the instructions that the goal is to keep everyone's balloons in the air (collaboration). Balloons are significantly higher during the collaborative effort and      atmosphere is much more relaxed.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    CONCENTRIC CIRCLES OR NUMBER LINES


    Participants are divided into two equal circles, each surrounding the other. The inner circle faces out and the outer circle faces in, so each participant has a partner directly across from him/herself. Participants are given a question or stem to answer. After 2-3 minutes, the facilitator calls time, and asks the outer or inner group to rotate a certain number of spaces. People introduce themselves to their new partners and respond to a new question provided by the facilitator. If room size does not allow for circles, event      rows may be used.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    NAME ORIGIN


    Participants introduce themselves using their full name and examining the origin and significance of their name.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    COMMONALITIES


    Group people who are different from each other and have them determine as a group 10-15 things that all group members share in common. Process out that we all have commonalties within our diversity and differences.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    COMMERCIALS OR PERSONALS


    Give people 5 minutes to prepare a 30 second commercial or personal about themselves. These are then shared with the group. Can be done in small groups.

    SOURCE:
    Teachers.Net.  Date online: 1996
    Updated on: August 8/00.  Internet.  Accessed on August 9/00
    Available URL: http://teachers.net/mentors/higher_education/topic123/5.21.99.13.18.55.html


     
     

    FIND THE ONE WHO ..


    Karen Robertson, California, Bropra Family Reunion, suggests an icebreaker where each person writes little known facts about themselves. The facts are listed on a paper and the object is to find the person who matches the fact and get their signature. People get acquainted and learn interesting information about each other this way.

    SOURCE:
    Genealogy.com
    Internet.  Date accessed: August 9/00
    Available URL: http://genealogy.about.com/hobbies/genealogy/gi/dynamic/offsite.htm?site=http://www.genealogy.com/genealogy/54%5Freunion.html


     
     

    CIRCLE TALK


    "One student writes his or her name at the top of one of the circles, and the other student writes his or her name at the top of the other one," explained Fernandez. "In the overlapping portion of the circles, the partners must list five things that they have in common. In the parts of the circles with their names, the students must each list five things that are unique about themselves."

    SOURCE:
    Education World.   Date online: Spring, 1996
    Internet.  Accessed date: July 25/00
    Available URL: http://www.education-world.com/a_lesson/lesson131.shtml


     
     

    CREST OR COAT OF ARMS


    Members create their own "Coat of Arms" by filling in information about themselves using words or drawings. Information can include:

    SOURCE:
    Break the Ice!
    Internet.  Date accessed: July 15/00
    Available URL: http://adulted.about.com/education/adulted/gi/dynamic/offsite.htm?site=http://7%2D12educators.about.com/library/weekly/aa082297.htm


     
     

    CARDS AND CROSSWORDS – A TWO DAY ICEBREAKER


    This is my ice-breaker from Summer Session 2000.  The first day, I used a deck of cards for my students   to introduce themselves. On each student's turn, he or  she had to take a card from a deck of playing cards. (I left  the joker cards in). The instructions: use the value of the card to determine how many things to say about yourself.  If you pick the "ace," say one thing; two, say two things;  a Jack is 11, Queen is 12, King is 13. If the student got the Joker card, he or she could ask me questions instead.

     I took notes on everything that everybody said, and then made up a crossword puzzle of student names. (To make it harder, you could use other information about the student, such as place of work or native country). They completed this the next time that they had class. This was a nice way to remind people of who their class members are and gave them material to start conversations ("Are you really from Transylvania?"). The activity goes more quickly if students have name tags out. I think it's better if they have to ask each other for information.

    Caveats: Be sure to spell students' names correctly! (My sign-in attendance sheet was helpful here). Make sure that the clues you write about the students are accurate! Choose a boring clue if you're not so sure if something is true.

    Good luck!
    Karin Abell
    Adult ESL Instructor
    Durham Technical Community College
    North Carolina

    SOURCE:
    Dave’s  ESL Café Idea Cookbook.  Date online: 1995
    Internet.  Date accessed: August 10/00
    Available URL: http://www.eslcafe.com/ideas/sefer.cgi?Ice:Breakers


     
     

    MY WORLD


    This icebreaker is designed to get to know the teacher. The teacher draws a circle on the board and asks what it stands for. If students cannot guess, the teacher tells them it is her/his world and writes on the board:MY WORLD  Inside the world the teacher writes some keywords related to teacher's life.  E.g: 37 / 1987 / Lucky / Tom etc.

    The students sit in groups of 3/4 and make their guesses, like 'You graduated in 1987'. If the guess is correct, the teacher puts a cross on the keyword.

    Adapted by: Nazan Özçýnar
    Hacettepe University
    ozcinar@hotmail.com

    SOURCE:
    Dave’s  ESL Café Idea Cookbook.  Date online: 1995
    Internet.  Date accessed: August 10/00
    Available URL: http://www.eslcafe.com/ideas/sefer.cgi?Ice:Breakers


     
     

    THE APPOINTMENT DISCUSSION GAME


    This is a great multi-skill game that can be adapted for all levels. Give students an appointment sheet. The sheet should resemble a planner with seven or eight appointment openings (9:00 am, 10:00 am, 11:00 am, 12:00 pm, etc.). The object of the first step is to fill their appointment sheets. You can model asking for an appointment. Students circulate around the room asking each other for appointments, until their schedules are full. If you have an odd number of students who cannot fill their sheets, tell them to sit down. When everyone has filled their schedules as much as possible, all students should sit down and listen to the instructions for part two.

    Ask students to find their 9:00 am appointment. Once they’ve found each other, they should discuss a level appropriate question. For advanced students: “What was the worst day of your life?” For intermediate students: “Who is your favorite person?” After several minutes of discussion, ask them to find their 11:00 am appointment and discuss a different question. Repeat several times with new questions and new partners. If you have an odd number of students, you can discuss questions with the odd one out.

    I’ve found that this game builds more rapport in the classroom faster than any other icebreaker.

    Good luck on your first day!

    Jill Hays Straight
    ESL Instructor
    Central Kentucky Technical College
    rstraight@uky.campuscw.net

    SOURCE:
    Dave’s  ESL Café Idea Cookbook.  Date online: 1995
    Internet.  Date accessed: August 10/00
    Available URL: http://www.eslcafe.com/ideas/sefer.cgi?Ice:Breakers


     
     

    FAVORITE T-SHIRT -


    Ask attendees to bring (not wear) their favorite T-shirt to the meeting. Once all participants have arrived, ask each person to show the shirt to the group and explain how the T-shirt best resembles their personality.

    SOURCE:
    Coach U.   Date online: 1997
    Internet.  Date accessed:  August 10/00
    Available URL: http://www.topten.org/content/tt.AU20.htm


     
     

    DREAM VACATION


    Ask participants to introduce themselves and describe details of the ideal, perfect dream vacation.

    SOURCE:
    Coach U.   Date online: 1997
    Internet.  Date accessed:  August 10/00
    Available URL: http://www.topten.org/content/tt.AU20.htm


     
     

    FAVORITE ANIMAL


    As the guests arrive, and before you write their names on a name card, ask them to tell you their favorite animal and three adjectives to describe the animal. As they tell you, write the three adjectives on a name tag BEFORE their name (omit the name of the animal). Ask them to mingle with the crowd, sharing why these adjectives best describe their own personality.  EXAMPLES: Loyal, cuddly, playful Dan

    SOURCE:
    Coach U.   Date online: 1997
    Internet.  Date accessed:  August 10/00
    Available URL: http://www.topten.org/content/tt.AU20.htm


     
     

    BIRTHDAY PARTNER


    Have participants mingle in the group and identify the person whose birthdate (not year - just month and date) is closest to their own. Find out two things they have in common.

    SOURCE:
    Coach U.   Date online: 1997
    Internet.  Date accessed:  August 10/00
    Available URL: http://www.topten.org/content/tt.AU20.htm


     
     

    LONG LOST RELATIVE


    As a group, 1) ask each person to turn to the person on their right and greet him/her as if they really didn't want to be there. Yeah, you know what I mean - you can't wait to get out of there! Then everyone (simultaneously to create lots of fun and excitement) turn to the same person and greet him/her as if (s)he is a long lost, deeply loved relative who has just returned home and you're about to see the person for the first time in years! In fact, you thought you may never see this person again until this very moment. Okay, now ask everyone (again simultaneously) to turn to the same person and greet him/her as if this person just told you that you won the state lottery for 50 million dollars and you have the ONLY winning ticket!

    SOURCE:
    Coach U.   Date online: 1997
    Internet.  Date accessed:  August 10/00
    Available URL: http://www.topten.org/content/tt.AU20.htm

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