English Language Learning Games

English Language Learning Games

Jumbled letters, jumbled words. Choose your sentence John quickly left just before the man woke,

Now change the letters between words. Change the first letter of each word with the last letter of the word in front and vice versa.

Johq nuickll yefj tusb tefort ehm eaw noke

Now mix up the words

ehm tefort noke nuickll Johq yefj eaw tusb

Starting from Just students should be able to work out the order of the words if they can recognize the spelling. So if they recognize ‘Johq’, they know they need to look for an n to replace the q. they also know that the next word begins with q. They know that John is the first word because the first letter, j is correct. This means there is no other word in front of it.

A____ _____ ______ ______ _____ _______ ______ _______ _____ _______ B____ _____ ______ _______ _____ _______ ______ _______ _____ _______ Teams take it in turns to nominate words which they think belong to their sentence. A and B Write ten spaces for each sentence. Each word they nominate correctly is written in its place.Mixed double sentences Write two sentences He plays football with his friends every Friday after school I am cycling to Brighton this weekend with the cycle club cycling he with his friends school after I am plays to this weekend the cycle club football every Friday Brighton with Mix all the words up an write them on the board Divide the class two teams. However. if .

continuous. . present perfect vs. simple vs.g. The first team to finish their sentence wins. it is written in the appropriate place in the other team’s sentence.they nominate a word from the other team’s sentence. passive. active vs. This is good for contrasting structures e. past.

the first from the third page and so on. Give one newspaper between two students. Alternatively use text books. They have to make a sentence using words from the paper as follows: The first person chooses one word from the first page. reading passages (alternate paragraphs) . the next from the second page.Newspaper sentences Here’s an activity for more advance learners.

not.anymore. T. and takes a taxi into town. and the passenger answers while warning the driver: Look out!. eg A dog was lying on the grass. Do you want anything else? Ss.The reckless taxi driver roleplay.. using present tense. tried/tasted/drunk (food/drink from the country). The dog is not lying on the grass anymore. using appropriate intonation (slow and dignified).. he was standing by the road. The student should reply: A dog is not lying on the grass. Give out pictures to pairs of students for further practice. visited (the country). heard (singer from the country)? The taxi driver sits in front of and slightly to one side of the passenger. School for butlers Explain that using past tense in an offer makes it very formal and polite. Include some statements that are not true. asking present perfect questions such as: Have you ever. Because you have not got the picture. There’s a man. you are describing from memory. Did Sir/Madam want anything else? . heard of (famous place/person from the country). then give it to a student and make some statements as follows: There was a man. A native English speaker arrives at an airport in a non-English speaking country. Tell the students they are trainee butlers and that they should change your sentences into past. Please slow down!. Watch that bus! Past vs present pictures. Ask the student with the picture to repeat. perhaps a bow).. the driver starts a conversation to practise his English. and body language (arms at the side. replacing you with Sir/madam. he is standing by the road.. using past tense. During the ride. and turns round while asking the questions. Take a picture and look at it for a minute. Teach the students still. so they can use these in their parts: The man is still standing by the road..

if he hears any uncertainty in the answer. and then takes it back and asks questions. and. three? Lawyer: Are you certain/sure/positive there were three people? Witness: ... Logic puzzles . he can ask a follow up.T. the witness will guess the answer if not sure. indirect question. What time did Sir/Madam want lunch? T. as if questioning a witness. The lawyer gives a picture for the witness to look at for a very short time. to find out whether the witness is really sure. students roleplay a lawyer and a witness in court.. no Lawyer: What was the weather like? Witness: (confident) Sunny The lawyer asks a direct question first. What time do you want lunch? Ss. Of course. The focus is on intonation as well as direct and indirect questions. just a few seconds.err not certain. Example: Lawyer: How many people were there? Witness: (hesitant) err.. Are you ready to have tea now? Ss. Was Sir/Madam ready to have tea now? Court room questions In pairs.

How long have I been reading? Answer 6 days I have been reading a book for 3 days. ____ can sing very well. very few people. ask the students to write their own simple problems for each other. Yesterday I read 100 because it became very exciting.. some people. on average. Before then. How many pages will I read tomorrow? How many pages will I have read in total? Answers 45. Wednesday 25 pages. _______ live to be 100. ____ can drive. The determiners game Write the following on the board: everyone. I had been reading the book rather slowly for ten days. The best answer is likely to be the one chosen by most students. nearly everyone. ___ want to get married. a few people. ____ would like to be rich. ____ live in a hole in the ground. _____ have been into space. The book is 240 pages long and I am half way through. Ask students to write the words that they think best fills the blank for each sentence. On Monday I read 6 pages. 90 I finished a 250 page book last night. ____ have got a TV. I read twenty pages a day.Solving the following logic puzzle depend on understanding the meanings of verb tenses. How many pages had I read every day. Tuesday 14 pages. not many people. Read sentences such as: ___ think football is boring. during that time? Answer 15. noone. I am half way through the book and I am planning to finish the book tomorrow because I have to give it back. For a follow up. Eliminate people who have different answers from the majority each round until only two or three are left. The focus is especially on the perfect tenses. most people. many people. . ____ have climbed Everest.

Example: S1 If we go to London we’ll see Big Ben S3 Yes. Put the main ideas on cards: eg A: Visit Big Ben/Go on a river trip/ See Buckingham Palace. seeing it as a real possibility. shows that something is though possible or likely. who responds appropriately with will or would.Real or unreal A real conditional. Three people are having a discussion about whether to do something: The person in favour (S1) uses a real conditional. we’d spend a lot of money S3 We would. . wouldn’t we? S1 We’ll go on a river trip. and decides at the end whether to go or not. believing it should not happen. S3 We’ll enjoy that! Etc. we will S2 Yes but if we went. and the person against (S2) uses an unreal conditonal. They try to persuade a third person (S3). whereas an unreal conditional means it is thought unlikely: If we went to London. we would spend a lot of money. if we go. eg If we go to London we’ll have a good time. B: Spend a lot of money/Not have enough time to see everything/Get very tired.

Similar pictures. next year/move to Canada Friday/pick up my new car september/learn chinese Note: Al Do does not have a cue because his predictions are spontaneous. Put the students in pairs and assign one role to each. Past vs present Student A describes a picture in the present. Eg A There was a man riding a bike B He’s still riding a bike A He was wearing a green hat B He’s not wearing a green hat any more . the student nearest him should be the one with the most similar picture. Tomorrow/climb a mountain. Student A a now describes it from memory in the past because he can no longer see the picture. He should add things that are not there and say somethings that are not true. I’ll be here next week. After each sentence Student B says the equivalent present tense sentence. I’ll be travelling to America. Explain that we use I’ll be (doing) for something we know we will be doing at a certain point in the future. There’s a man riding a bike. The more confident looking one should be Al B. Doing: Next week. Doing on the board and say next week/ traveling to America to elicit: Al B. Al B. so a hesitation is completely natural. to groups of four. The student by himself says Take a step forward if theres a bird in your picture and describes other objects in this way. Doing Stick two pictures of 2 different men on the board and introduce them as Al B. whereas we use I’ll (do) for spontaneous predictions.Give out pictures with similar themes. Al Do: Err.. which of course may not come true. Point to Al B. Then he gives it to student B.. Continue with other prompts. Doing. Doing and Al Do.Picture games Al Do vs. Have one stand at one end of the room and the others face him at the other. At the end. he’s wearing a green hat.

The assertive person sounds strong the other iw wek and complaining. one of a confident person and one who looks rather timid.(The second sentence was not true. any more An extention is ‘he must have lost it. Same words different meanings. This could be used as pair/group formation activity.. for tone.) Thus. you not only practice past and present tenses. I’ll do that: determination vs spur of the moment Don’t kid me: threatening vs pleading I don’t have to: refusal (= I’m not going to) vs someone opting out of doing something (=I don’t have to go if you’d rather I didn’t) I’m allowed to! (strong assertion vs. (Can also be used as a spoken exercise. as people standing next to eachother can work together..’ Alphabetical order Give out one picture card to each student. modulation and difference) Choose two pictures. Repeat these sentences in two ways. Then tell them to stand in a line (or around the edge of the classroom) according to the first letter of their picture. Eg they could talk for a minute on the subject of their picture for one minute. which may be said by the people in the picture with different meaning each time. question intonation= Are you giving me permission?) I’m always here assertion= I’m here to help vs I’m always in the same place complaint) What are you going to to about it? A challenge aggressive vs a genuine enquiry . but create a context for still and not. Tell them to call out the object on their card. I’ll never do it : refusal vs defeatism I can do it : determination vs volunteering for a job.

One role plays each person. Use contrasting people (age. . Vague descriptions Describe pictures using stuff thing. criticism vs simply acknowledging the wrong thing was done Don't move threat vs warning. Put students in pairs. Take two pictures of two different people and hold them up. and so on. students have to guess what the picture is. There's some blue stuff under the green thing. appearance) for an interesting conversation. eg There’s big red thing next to a green thing. in front of a lake. then the other. Say each sentence then ask studnets to say which person is saying it. Say sentences in a neutral way and point at a picture and get students to say it in the way they are saying it. Hold one picture up as a sign for the student playing that person to speak. speaking activity. The green thing has yellow bits on it. (a red bus next to tree with green and yellow leaves.Get out of the way or you’ll get hurt threat vs real warning eg theres a car coming You shouldn’t have done that threat.) Talking pictures. ie omitting all the nouns.

In no sense guilty: This is a play on words.Mnemonics Some ways to help students remember words using rhymes. So someone who is in no sense guilty is innocent. It has been suggested that trombone has a subconscious link with bone. for example. alliteration. Manage: A man of a certain age. ie to earn money. it might recall the image of a bone in our minds. to regain health. Restore: Having a rest. which is the opposite of guilt. Spelling and word structure Sometimes the spelling and letter position give a clue to the meaning: . Enterprise: Enter the market to win a prize (this is how it is pronounced). we could draw students’ attention to words within words. because the first three words sound like Innocence. Destroy: The link here is the image of the ruined city of Troy after the Trojan war. Following this principle. puns and words within words. but a strong subconscious image. perhaps.when we see the word trombone. Sexist.

To listen.Parallel has two ls next to each other. Associating words Another technique is to pair words that look or sound similar. and they have three letters in common. This example helps students to remember which is side is left and which is right. and strengthen the connection with a meaningful link: We can link sight and sigh with a rhyme: . D comes in the middle of middle and at the end of end. Letter begins with l and ends in r. is an anagram of O. and so well-balanced. which are abbreviations of left and right. Level is a palindrome. too. silent t! Tongue and language are not exactly the same. Letter is read from left to right. or have some other connection. with a silent t. but they have meaning that overlaps.

Two tall stories. Hence the connection with mountain. Then rub out the one not chosen: chO se. but not the other way round. so here is a way to remember: You can rob Rob. i.Sight from the eyes. you can rob a person (Rob) and steal something (steel). and you can steal steel. But you can’t steal Rob and you can’t rob steel. Rob and steal can be confusing. Get the students to do the same in pairs. Point to the remaining O and say you chose that one. Maintain and mountain.e. choose one ‘O’. with two large Os. Say to a student. which has an extra ic (I see!) are similar in meaning. Choose and chose: write chOOse on the board. Note and notice. Maintain collocates with high eg maintain high standards /levels/quality. We could also make connections between words and images based on spelling or sound in short stories: . But from the mouth. sighs.

A hundred years ago. and all the other animals laughed at him. Then one day he lost his voice. He couldn’t ‘roarrr’ any more. (Rub out R.‘I’m the most impoRRRtant animal!’ He roared. with a loud roar on the R! (Write impoRtant on the board) And all the animals were afraid of him. a car! I can. a Ford. Then Henry Ford started mass-producing cars. so more people started to buy them. a car! I can afford a car! There was a lion in the jungle.and change a to e) . nobody except the very rich could buy a car because they were so expensive. In fact so many people could buy one. and he lost all his power to frighten others. the prices came down. so he became Impotent. a new expression came into being: I can buy a car! A Ford! I can buy a Ford.

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