English Through Games

English through Games
Luncaşu Diana
BEAT THE TIME
 Category: Speaking
Group size: From 2 players to large classes
Level: Any level
Materials: None or Flashcards
Age: 8 to 14
Pace: Wake up
To keep in mind
 This game is better played once students are

familiar with the vocabulary
 This particular type of game is used when

revising a certain vocabulary or practising
certain grammar tenses.
How to play
1st Variant
 The teacher draws five columns on the board

and assigns each column a letter from the
alphabet and shouts GO!
 The 1st student writes in all 5 columns with one
word that begins with the respective letter and
shots STOP!
 The teacher can go in the same manner through
the whole alphabet
2nd Variant
 The teacher may write down in the five columns instead of
one letter, two letters:
 The game is played in the same manner as in the 1st

variant. This variant is perfect for spelling.
3rd Variant
 The teacher may use flashcards to keep
students alert.
 Another tip would be to use flashcards not only

with pictures but also with words written
underneath with some missing letters or only
with the last letter.
4th Variant
 Another variant would be to assign team leaders

to choose their own words for the other team.
 In this way the game is more challenging.
 To keep in mind! : is best recommended to assign

a student to set the exact time. This way the
game is more interesting.
Language Ideas
 Vocabulary: the teacher may use instead of
letters general categories such
as: food, clothing, jobs, emotion,
things in the house, etc.
 To make it more interesting: Students have to fill each

column with a vocabulary word that begins with that
letter and pertaining to the category
 Grammar: instead of letters the teacher
writes down the tenses
 To make more interesting students may also write

down a sentence for each tense after he/she wrote
down the correct form of the given verb
 Listening: the teacher may use a cassette
recorder and play bits of the
lesson.
 Therefore students have to write down: summary,

main idea, the name of the characters, the place
or the time, etc.
FIND YOUR PARTNER
 Category: Speaking
Group size: two by two students
Level: intermediate-advanced
Materials: small sheets of papers or even
pictures
Age: 10 to 14
Pace: Wake up
To keep in mind
 It is a great game for breaking the ice when

students do not know each other very well as
everyone has an excuse to approach the
other and start talking
How to play
1st Variant
 The teacher prepares some sheets of paper to

stick on the backs of all the students in the class
 Each label contains a real person’s name or the

name of a character from fiction or TV cartoons
 Pay attention!
 Each named person should have a natural partner, for
example if there is written a label with the name ROMEO,
there should be also a label with one name JULIET stuck
on somebody’s back;
 If there is an odd number of students in the class, the

teacher should stick a label on his/her back as well and let
students do the questioning
 Now, students start questioning the others to find
his/her partner; they have to ask only YES/NO
questions
 E.g. : Am I a man/ woman?
Am I dead or alive?
Am I a character from a cartoon or a book?, etc.
 Some examples of partners:

2nd Variant
 For a controlled game and with less students,

the teacher could let just one student a time
to ask the questions
 The student who ask the questions has to
face the blackboard and guess his/her
partner by voice
3rd Variant
 To make it more interesting, the teacher pins
a picture of ordinary people or objects as well
to their back
 Therefore, students must describe it so that

the other one finds the right partner
Language Ideas
 Vocabulary: Instead of names of real persons
or cartoons, the teacher pins vocabulary
words on students’ backs:
 Grammar: This game is also good for revising
grammar; for example, the teacher pins the
verb “to be” at present perfect simple at the
back of the student;
 Questions: Am I a verb?
Am I an action verb?
Am I frequently used?
Am I “to be”?
Am I at present tense simple/ present tense
continuous…am I “have been”?

English Through Games

Uploaded by

Copyright:

Available Formats

English Through Games

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English Through Games

Uploaded by

Copyright:

Available Formats

English through Games

 This game is better played once students are

 This particular type of game is used when

 The teacher draws five columns on the board

 The game is played in the same manner as in the 1st

 Another tip would be to use flashcards not only

 Another variant would be to assign team leaders

 In this way the game is more challenging.

 To keep in mind! : is best recommended to assign

 To make it more interesting: Students have to fill each

 To make more interesting students may also write

 Therefore students have to write down: summary,

 It is a great game for breaking the ice when

 The teacher prepares some sheets of paper to

 Each label contains a real person’s name or the

 If there is an odd number of students in the class, the

 Some examples of partners:

 For a controlled game and with less students,

 Therefore, students must describe it so that

You might also like