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(Games For English Language Learning - 20
(Games For English Language Learning - 20
Word Prompts (Team A Team B) Students from Team (B) have to guess the words on your LIST. Before each guess, say a
word which will help Team (B) to guess correctly. Students from Team (A) have to guess the words on your LIST. Before each
guess, say a word which will help Team (A) to guess correctly.
YOUR LIST (Team B must guess) YOUR LIST (Team A must guess)
03 Guessing nouns via "Is it + adjective" questions Guessing Games: Vocabulary. Questions with ADJECTIVES
Group A Questions to ask opposing team(s) Group B Questions to ask opposing team(s)
1. chair Ask YES/NO questions: 1. tree Ask YES/NO questions:
2. bus Is it big / round /square / rectangular? 2. shoe Is it small/yellow/light/dark/circular?
3. head Is there one in this room? 3. tea Have you one in your house / country?
4. bicycle Can we eat it? 4. knife Do you like it?
5. computer Is it made of wood / plastic / metal? 5. finger Is it used every day?
6. chocolate Ask your own questions 6. button Ask your own questions
05 Comparisons: How is XXX like YYY? Finding Connections (Word Fields and Adjective Comparisons
Group A How is XXX like YYY? How does XXX differ from YYY? X Y X Y
1. milk cheese 2. computer television 3. caf restaurant 4. umbrella sunshade
Group B How is XXX like YYY? How does XXX differ from YYY? X Y X Y
1. kettle teapot 2. moustache beard 3. doctor dentist 4. cooker fridge
Group C How is XXX like YYY? How does XXX differ from YYY? X Y X Y
1. horse dog 2. sock stocking 3. beer whisky 4. wristwatch egg-timer
Group D How is XXX like YYY? How does XXX differ from YYY? X Y X Y
1. ice snow 2. chemist pharmacist 3. dictionary encyclopaedia 4. record compact disk
The aim of the game is not to guess the meaning of the word "Blip" straight away. When you think you know the meaning of the
word "Blip", you could ask further questions which make the meaning of the word "Blip" clear to the rest of the class or which
amuse the student who is answering the questions.
Sample Verbs
cook / live / cry / love / dance argue / paint / bathe / plan / complain
read / draw / run / dream / shout rest / diet / scream / explore / sew
drink / sing / drive / sleep / eat fidget / smile / translate / hesitate / understand
swim / fight / talk / fish / think iron / vacuum / joke / whisper / knit
fly / undress / jump / worry / kiss win / move / yell / oversleep / zigzag
quickly slowly noisily quietly angrily confidently anxiously hesitantly calmly lovingly
politely sadly happily sleepily shyly doubtfully ungrammatically warmly coldly timidly
loudly rudely drunkenly nervously romantically
HANGMAN This is a popular game. It is very useful at low levels and the words which students have to guess can be
restricted to areas of vocabulary (i.e. themes or semantic sets) or new words introduced in a particular lesson.
17 Getting a word in (Conversation game) Students work in pairs. Each partner is given a strip of paper with an unusual sentence
written on it. They keep this concealed. If possible they try to learn the sentence off by heart.
Then they start conversing about any subject, but their real object is to get their given sentence into the conversation without their partner
realising and before their partner is able to do the same. To do this successfully they have to move the topic of conversation towards a
context in which their sentence could naturally occur. Sample sentences for strips:
1. The farmer was carrying a yellow guitar. 9. The fly took off again and landed on my pillow.
2. Elvis Presley was waiting on Brighton Station 10 The dog slipped on the banana skin and broke its leg.
3.The bottles were full of green milk. 11. The water was so deep that the child had to call for help.
4. She kissed him on the nose and went to bed. 12. The king was glad that nobody wanted his autograph.
5. The French student wrote twenty love letters. 13. He filled the bath with coca cola and started to undress.
6. The policeman was dressed in pink shoes and a bow-tie 14. He drank two bottles of vodka and sang "the red flag".
7. The plane landed on the roof of Buckingham Palace. 15. The elephant attacked the gunman and knocked him flat.
8. The beauty queen made me a cup of tea. 16. She pushed the driving-instructor out of the car and laughed.
To win the game, you have to continue speaking for a while after getting your sentence into the conversation without being correctly
challenged. You can also win by correctly challenging your partner as soon as you think they are reciting their sentence. If your challenge s
wrong, you lose the game. It is therefore good strategy to set traps for your partner by including strange sentences in the conversation
which differ from your given sentence.
18 Consequences (Paper & Pencil game)
Each student is given an A4 sheet of paper with some fields to fill in. They only fill in ONE field in order (from the top to the
bottom) and fold the sheet over to the next continuous line _____________________________________________________
to hide what they have written. They then pass the paper on to the next student who fills in the next field and fold the paper over
to the next line before handing the sheet to the third student. This continues until all the fields are hidden. The paper is then
passed on once again. Each paper will contain an amusing story (sequence of events). This is read aloud by the student. If the
student's reading is poor, then the teacher should read the story out again using correct intonation and stress to bring out the
humour.
Name of a man famous or one in your class _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________________________________________________
met
Name of a woman famous or one in your class _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_______________________________________________________________________________
at / in / on
Name of a Place _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_______________________________________________________
He said to her
"_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ "
________________________________________________________
She said to him
" _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _"
_________________________________________________________
Consequence _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________
_____________________________________
_ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________________________
BIBLIOGRAPHY
Maley & Duff CUP 1978 repr 1980 Drama Techniques in Language Learning
Lee,WR OUP Language Teaching Games & Contests