Games for English Teaching
These are the collection of games that you can use in your English Classrooom..
I found it when I browsed in Internet. May it can be helpful for you…
Two word games
Submitted by Anonymous on 10 March, 2010 – 16:48
The following games can be played throughout the school year but are also very useful as a round up at the end of term. You can play them a few times. First play with the whole class and then try in groups (good for mixed ability groups).
1. Guess the word (can be used for abstract nouns)
Choose five words relating to recent conversational themes. Write sets of clues to help students guess the words. Play with whole class or teams. Use one word per lesson over five lessons or use all words in one session as a longer game.
- I am a noun but I am very important.
- I begin with the letter ‘f’.
- People in prison have lost it and want it back.
- People demand it when it is taken away by dictators.
- It is related to speech.
(Puzzle word = Freedom)
2. Get rid of it
This game can be adapted for matching definitions to words or matching opposites.
You need two sets of cards. White cards for the words and another colour (yellow?) for the questions. Put all questions in a bag or hat at the start of the game.
- Give each student at least three word cards, placed in front of them on their desks.
- Choose one card from the hat and read the question. Students study their word cards. Whoever has the corresponding word can get rid of it. The winner gets rid of all his cards first.Example questions on cards:
- What type of animal has kittens?
- What’s the opposite of the verb ‘to borrow’?
- What do you call a person who cuts hair?
- Where can you buy medicine?
The Coffeepot game
Submitted by Anonymous on 30 June, 2010 – 11:19
This game is good for practising and reviewing action verbs and adverbs.
- One student has to think of a verb, but not tell the others.
- The other students then try to guess the verb by asking questions. The missing verb can be substituted with coffeepot
- Why do you coffee pot?
- Where do you coffee pot?
- Do you coffee pot by yourself?
- Do you need any special equipment for coffee potting?
- Make sure the students ask questions and don’t just guess the verb.
- You could put the students in teams to try to guess the verb and award points to the teams for getting the correct verb.
- It might be wise for you to demonstrate the game first with the students asking you questions.
Lost your voice
Submitted by TE Editor on 6 January, 2010 – 14:15
This is like a role-play activity with no dialogue! It needs a little bit of preparation time for you to write out the ‘problem cards’. You can imagine any scenario where functional language would be used, such as at the train station, in a restaurant or at the shops. Set the scene by telling the students where they are.
- For this example they are staying in a hotel. One member of the team has lost their voice and has to communicate various problems to the hotel receptionist so he/ she can get it fixed.
- Ask one member of each team to be the mime artist and give them a ‘problem card’ with a problem on. You can vary the language level of the problem depending on your students. It could be as simple as ‘The TV doesn’t work’ or ‘the window is broken’ or a bit more complex like, ‘the shower in my room doesn’t have any hot water.’ This is what they must communicate to the hotel receptionists through mime.
- Their team members play the role of hotel receptionists and must guess what the student is trying to say.
- To make it more challenging and to revise functional language the students should guess what is written on the card word for word to win a point, e.g. “Could you help me please? The key to my room doesn’t open the door.”
Submitted by TE Editor on 25 March, 2009 – 14:02
This is a simple word game to start of finish a lesson. You can adapt it to any topic you’re doing or one you want to revise. A word snake is simply a chain of words where the following word starts with the last letter of the previous word. Here are a few examples.
Spinach – ham – melon – nuts – sausage – egg – garlic – cheese…..
Giraffe – elephant – tiger – rhinoceros – spider – rat – turtle …
This game is harder than it looks so offer students lots of help and support, and maybe even a dictionary.
Submitted by TE Editor on 10 December, 2008 – 14:04
The game is good for revising lexical sets and is useful for practising using adjectives. It can be teacher led or played as a team game.
- If you want to play it as a team game put students into teams.
- You (or a student on one of the teams) describe an object. You may decide only to use objects that are in the class, or specific to a place or a topic you’ve just studied.
- As you (or the students) describe the object the teams can guess what you’re describing.
- To avoid students shouting out, ask the teams to write their guesses down and bring them to you, or hold them in the air when they have guessed so you can check without interrupting the flow of the description too much.
- Award a point to the individual or team that gets the answer first.
Submitted by TE Editor on 26 November, 2008 – 11:46
This is a good activity for restless younger classes.
- Put students into teams (no more than 8 or so in each team) and get each team to line up facing the board.
- The student at the front of each team needs chalk or a board pen. Show a word or a picture to all the students who are at the back of each line. Use a word you’ve studied in class, that all the students should know.
- The students at the back of the line should ‘write’ each letter of the word with their finger, on the back of the student in front of them in the line. The students pass the letters down the line by doing the same and ‘writing’ the letters in turn on the back of the student in front of them.
- The student at the front of the line writes the letters on the board to make the word. The first team with the word written correctly on the board wins.
A few words of warning with this activity; it’s a good idea to start with short words and short lines of students as it can take a while to pass the letters down the line. Also if your students aren’t used to this type of ‘touchy’ activity you may want to change the game to students whispering the letters rather than writing on backs.
Submitted by TE Editor on 6 October, 2008 – 03:59
This is a great activity for getting students talking. I have used it successfully with many different levels and age groups and have found that it is very effective at motivating teenagers to talk. It is particularly useful for practising describing appearance, character and interests.
You will need a selection of flashcards of people, a mixture of ages and types.
- Put a picture of a person on the board and ask the students to tell you his/her name, age and job. Write whatever they tell you on the board. (Note: at first they may be a bit confused and think that they should know the person, they will soon get the idea).
- Then ask them to describe him/her physically (again write what they tell you on the board). Repeat this procedure for his/her character and hobbies. You should end up with a paragraph profile of the person.
- Read the description of the person and elicit from the students that he/she is not happy because they are single and would like to meet a man/woman.
- Then follow the same procedure above to elicit a description of the person that they would like to meet. At the end of all this you should have two descriptions.
- Tell the students that you see these kinds of descriptions in lonely hearts pages in magazines and newspapers.(You could even bring some in to show them)
- Give the students a picture each and tell them not to show it to anyone. You may have to stress this, as it is a temptation to show the pictures to friends in the class. The students then have to write a description of the person in the picture and the person they would like to meet. Point out that they can use the model on the board as a guide. Monitor and feed in language as they need it.
- Tell the students to leave their pictures face down on the table and to mingle. The aim is for them to try and find a partner for the person in their picture. At lower levels they can take the description with them as they mingle. They need to talk to everybody and not just settle for the first person who comes along asking questions to ensure they find the right person. It is also a good idea to play some romantic music in the background as they are mingling (Marvin Gaye or Stevie Wonder).
- After you have given them enough time to find partners, stop the activity (if they are being very choosy give them a time limit and tell them they must compromise and find a partner). Conduct a feedback session and ask the students to tell the class about their invented character and the partner that they have found. The class can then see the pictures for the first time and decide if they think it will be a successful relationship.
Follow up ideas
Students can write the story of the relationship or can write letters to the new partners.
You can change the context and replace the pictures of the people with pictures of houses/flats and ask the students to be either estate agents or buyers looking for a place to live. Again they can write descriptions of places they want to sell (of varying standards) and places they would like to buy, mingle and try to find their dream homes.
You can adapt the basic idea to suit many different topics.
This activity was originally published on the BBC | British Council Teaching English website.