| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
English Learning Games for Teaching 赵宝斌 编辑 整理 Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are considered one of the most effective ways to improve efficiency（效果） in language learning. Following are some 50 games for various levels of English students. I collected some of them and created others.
1. A Game of Collocation Cards Aim: To let students review and memorize collocations（搭配）. Preparation: Make a set of cards with the verbs (or verb phrases) such as take, have, do, play, make, and give. Prepare a second set with nouns (noun phrases) such as homework, a meeting, a trip, a test, a lecture and basketball. Procedure: Two or more than two students can play this game. The purpose is to form a collocation. 1) Put all those
cards in random order in a pile on the table with students sitting
around. Variation: You can play this game with prepositional phrases and adjective phrases, as well as verb phrases or you can put all these together. 2. Word Spelling Cards Aim: To review and memorize the English words students have learned. Preparation: Make at least 100 cards with the following written on them: letters, roots, suffixes（词缀）, such as, -tion, -ment, and -or prefixes, such as, -un, -im and –ir, clusters of vowels, such as, -ow-, -ight and -oo- and consonants（辅音）, such as, th-, ch- and sp-. Procedure: Two or more than two students can play this game. 1) Put all cards
in random order in a pile on the table with students sitting around.
3. Preposition Cards Aim: To practise
prepositions. 1) Students can
hold the cards in their hands or put them on the desk. 4) The procedure is repeated. The student who surrenders all his/her cards first will win. 4. Bingo Level: Absolute
beginner to lower intermediate Procedure: Draw a 9-square box (as in tic-tac-toe) and ask students to draw a picture with the target words in each box. You might draw each picture on the board in random（随机） order and have the students draw them in their grid. (This is very useful since you can review the words together with the whole class as you go along and help students with ideas of how to draw them). Then draw the pictures in your box on the board and ask the students to choose a word. Choose the students at random. When they get a bingo (any three in a row), they get a team point, a card or a reward. A variation may be to reward them only if they get a bingo before you. This makes it more challenging and covers more vocabulary. 5. Slap it Aim: to recognize
words and listen for relevant information Procedure: Put the items on a desk and the students sit around the desk. The teacher describes the food item. When a student has an answer, she/he slaps the card and says the word aloud. If the student is correct, he/she gets a team point. If the student is wrong, he/she is out of the game. Alternatively, in each group each student plays independently. If the student slaps the correct picture, he/she keeps the card as a point. The person or team with the most cards/points wins. 6. Hangman Level: Absolute
beginner to lower intermediate Procedure: First,
the teacher thinks of a word and writes the same number of dashes,
as there are letters in the word on the board. Variation: This works best with phrases, not individual words. Scoring need not be a hanged man. It can be any picture, or word that has about 10 parts. The pictures can be drawn bit by bit or erased bit by bit. 7. Word Shark. (Similar to hangman) Similarly confusing Aim: to practise vocabulary. Procedure: Instead of a man being hung, you can draw a man dangling（悬浮） from a cliff, with the ocean, complete with one ravenous shark, underneath him. When the first incorrect letter is guessed, the man begins his descent toward the shark, who, five or six wrong guesses later, will eat him. Graphically, （图形上）I find Word Shark more interesting than Hangman. 8. Scramble Aim: to review vocabulary Procedure: You first write one or two letters in the centre of the blackboard. Then ask the students one by one to form a meaningful word by putting another letter on the left or right, over or under the given letter. The student who fails to form a meaningful word loses one point. 9. Musical Chairs with a Twist Aim: to review vocabulary
Procedure: Play music and have the students march in a circle. When the music stops, the students all go for the chairs. There is a chair for each student except one. Then the IT (person in the middle) can ask anyone sitting down, "Who are you?" If they know what the tag on their chair represents, they remain seated. If not, that student becomes IT. This is continued 3 times and then the music is played again. The students like this game and it reviews vocabulary very well. 10. Last Letter Aim: to review vocabulary Procedure: First, have a student say a word. For example: "apple." Then have the next student say a word that begins with the last letter of the last word. ("apple" "elephant" ) and so on through everyone in the class. This can help you to know the kinds of words your students know, which helps communication with them. You can also use a ball to do it or a screwed-up piece of paper. The teacher throws the ball to one student and says a word such as "dog". The student must reply with a word starting with "g," such as "girl". When answered, the ball is thrown back to the teacher and it is then thrown to the next student, who continues. Variation: you can ask a student to say a short sentence and then ask the next student to say a sentence that begins with the last word of the last sentence. 11. Dictionary Aim: to learn the meaning of vocabulary Procedure: In each round, one player reads aloud from the dictionary a word without the meaning. Players announce if they know the meaning. If anyone does, that word is abandoned and a new, unknown word is selected. Then everyone writes a definition for the word, with the dictionary holder writing the correct meaning but not exactly a direct copy. All the definitions are handed to the holder who mixes them up and reads each one. Players declare their picks verbally clockwise from the holder. Alternately, all the students could write down their guesses. Everyone that guesses the right answer gets 1 point. The writer of the wrong definition gets a point for every guess of their definition. The dictionary holder gets one point anyway. The dictionary is then passed on. 12. Fast Words Aim: review vocabulary Procedure: The class is arranged into rows. The first person in each row is given a piece of chalk. The blackboard is divided into sections. No more than six teams are formed. The teacher names a letter and the students must write as many words beginning with that letter as they can in the allocated time. Their teammates can call out hints. Be warned: this is very noisy. Next, the second team member takes the chalj, goes to the board and the teacher calls out a new letter. The team with the most correct words is the winner. 13. Vocabulary Tic-Tac-Toe Students' Level of English: Beginner Intermediate Advanced Materials Needed: The attached handout Aim: Practice using the words like "want" "have" and "need" Procedure: Read through the activity with the students and explain that they are to fill in the answers to the number 1 paper with a partner. Ask partner A to guess partner B's answers. If they guess correctly, they get to mark "X" on the answer. If they guess incorrectly, they mark a "0" on the answer. The goal is to get a line of three "Xs". When finished, partner B tries to guess partner A's answers using the same sentence patterns. 14. Adjective and Noun Combinations Aim: To get students
to think about and practice combinations. Procedure: The purpose of this game is to give students the chance to practice adjective-noun combinations. Begin by giving them a male or female first name. They must then invent a sentence similar to the following: Albert likes awful apes. Linda likes little limes. Richard likes roaring racecars. Wendy likes wiggling（蠕动的） worms. The game should move fast, so you should be prepared with a list of names to fire at your students. You should go through the list ahead of time to make sure that you can think of matching adjective-noun combinations within the vocabulary range of your students. It is sometimes helpful to have a large list of alphabetized adjectives copied off and ready to hand out, especially for lower level students. Variation: you can use this to practice other combinations, for instance verb-noun combinations. 15. Frozen tag Level: any Materials: cards (with words or pictures representing vocabulary) space Aim: review, fluency Procedure: Hand out the cards, one to each student and practice the vocabulary so that everyone knows their own word. One person is "it." When "it" touches another person, he/she becomes "frozen" (cannot move), but their friends can unfreeze him/her. To do this, the friend tells the frozen person what's on their card. The frozen person then either repeats or acts out the item. If correct, they are free. Variation: from time to time have students switch cards and teach each other the new vocabulary and change the person who is "it." 16. Word Category Aim: to review vocabulary Procedure: This game calls for words within categories(范围） and sets up a hand-clapping or finger-snapping rhythm with a circle of students. At a designated rhythmic point, the first student must call out a word in the target category (country name, flower, article of clothing, etc.) Then at the same point in the rhythm, the next student must supply an appropriate word, and so on, around the circle until someone gets stuck. Since no word can be repeated, it also promotes listening to each other. 17. Jumble Word Aim: to review vocabulary Procedure: Give students some letters and ask them to form words. At first, you can give them a few letters and then progress to more letters. The student(s) who can form the most words or form a word using most of the letters given is the winner. 18. Christmas Pudding Aim: to review vocabulary Procedure: This game is an anagram（颠倒字母顺序） activity. Have students make as many words as they can out of the letters in the words "Christmas Pudding" ex. mud, camp, or aspirin. Have them work individually and then check in small groups. As they check, common words are crossed out. Devise a point scale appropriate to the students' level. Try again with different words: "Silver bells," "Happy Holidays," etc. 19. Word Race Aim: to review target vocabulary Procedure: The teacher says a word like bedroom or kitchen and the students in groups have to draw as many items related to that word as they can. After 5 minutes the teacher calls "pencil down." The students must call out the names of all the pictures they have drawn. The team who can call out the most is the winner. 20. Wolves and Lambs Aim: to reinforce
and review vocabulary Procedure: The teams or groups sit in circles well apart from each other, and are visited by 'wolves' from other teams. Each "wolf" has a list of pictures/words to be recognized. Anyone who does not know the words has to stand aside as a captive 'lamb.' (The wolf may ask anyone, What is this?) After some time, the 'shepherd' (teacher) chases the wolves away and the wolves take the 'captives' back to their groups. The team with the most captives wins. 21. Preposition Cards Aim: to practise
prepositions using kinesthetic（肌肉运动） drama techniques. Procedure: Each student takes a card. In turns, they have to mime the preposition they have until the class guesses which preposition it is. When this activity is over, they have to create a scene where everyone has to speak using his/her preposition; they should not use any other prepositions. Students role-play their scene. 22. Cards on the Table Aim: To memorize the correct spelling of words in an enjoyable way. Procedure: 1) Give the students
one letter card each. 23. In the Manner of Aim: To practise adverbs Procedure: Elicit adverbs from the students and ask a scribe to write them on the white board. On a different part of the whiteboard write, 'You sat on the chair _____ly." Explain that you are going to sit on your chair in the manner of one of the adverbs on the board. Sit on the chair appropriately and using the sentence on the board, elicit from the students how you sat down. For instance, 'You sat on the chair slowly.' Invite learners to take turns sitting on the chair using adverbs from the board and elicit the sentence from their classmates. As the learners warm up to the activity, erase the material on the whiteboard and see how much they remember. Variation: The teacher calls out a series of imperatives and students sit down appropriately. For example: sit down heavily, sit down sadly, sit down angrily. 24. Word Guessing Aim: to review vocabulary Procedure: Divide the class into teams. Give one student on each team a piece of paper with seven words on it centered on a theme. For example, 7 words that start with M, or 7 words that are parts of the body. In two minutes (let the other teams watch the clock for you), the student with the paper must try to get one of the students on his/her team to say as many of the words on the list without using the word itself. One point is scored for each word guessed. The challenge here with a class full of students who all speak the same language is keeping them from giving hints in their native tongue. Usually, the other teams are vigilant about policing this for you, but when they are lazy, you'll have to lay down the law on your own. 25. The Picnic Aim: to review vocabulary Procedure: This is a simple game that requires students to generate vocabulary in English. The class is asked to imagine that they are going on a picnic. Their job is to suggest things to bring along. The teacher says yes or no to each suggestion. What the students do not know is that the teacher says yes when a student suggests something whose first letter is the same as the first letter of the name of the student. The teacher says no if the first letter of the suggested object and the first letter of the name of the student do not match. For example: Alicia: I want to bring apples. Teacher: You can bring apples, Alicia. Alicia can bring apples. What do you want to bring, Marco? Marco: I want to bring a radio. Teacher: Sorry, you cannot bring a radio. If students need a hint, you can interject something like: Maria: I want to bring bananas. Teacher: Sorry, you cannot bring bananas. Why not ask Barbara to bring bananas? Usually someone figures out the game. Knowing the secret forces them to narrow their suggestions to words beginning with the same letter as their name. 26. Feel and Guess Aim: to review vocabulary Preparation: bring plastic or real food in a bag Procedure: The class is divided into teams. A representative（代表） from each team comes to the board and the teacher places a food item in their hands behind their back. The first person to identify the food correctly scores a point for their team. Then new representatives come up. 27. Word Association Aim: to review vocabulary Procedure: The teacher starts the game by saying a word such as "Hotel." For example: Teacher: Hotel. Student A: Bed. Student B: Room. Student C: Service. Student D: Food. As you can see, any association is ok. If the student cannot answer (5-second limit), he or she must stand up. The last student seated is the winner. If the association is not obvious, the student is asked to explain the association. Games for Listening and Speaking 1. Chinese Whispers Aim: to practice time and pronunciation Procedure: Have 2 teams in a U- shape facing each other: Team A and Team B. Call 2 representatives, one from each team, to your desk and whisper a time. Then they go back to their teams and whisper the time into the ear of the first person, who whispers it to the next person, and so on down the line. The last person writes it down and gives it to the person who whispered it first. Then the 2 original representatives run to write it on the board. If the words written on the paper and the board are the same, the fastest team scores a point; however, if it is not correct they have to go back and whisper it again. This encourages not only time recognition but good pronunciation, like distinguishing between 15 and 50 or 14 and 40. The students love this game. 2. Twenty questions Aim: to practise saying interrogative sentences Procedure: One student has something on his mind. Other students try to find what he is thinking of by asking twenty questions, e.g., "Are you thinking of a person? Are you thinking of a man?" etc. The student answers only with "yes" or " no." If the students can guess the answer with twenty or fewer questions, they win; otherwise they lose. 3. Taboo word description Aim: to practise speaking Procedure: One student thinks of a certain word in his mind and describes it without mentioning any words related to it. For example, with the word "book," you cannot mention the words: book, letter and paper. Another student acts as judge. Other students listen. If the student mentions those taboo words, he will lose. The winner is the student who can talk the longest time without using taboo words. 4. Charades Aim: to get students to describe class items Procedure: Have a representative of each team go to the board and stand with their backs to it. Then the teacher puts up or draws a picture on the board behind the representatives. Then, the teams take turns describing the picture to them, without mentioning the word itself. When one of the representatives identifies the picture correctly, he/she scores a team point. (In the beginning, you might like to choose the most alert students.) 5. Repeat and Add Aim: to practise speaking Procedure: First, one student says a sentence of an improvisational（即兴） story. The next student repeats the sentence and adds another one. The 3rd student repeats the sentences and adds one more sentence. This continues until a student fails to repeat all the sentences correctly. Typically, this will make a funny story. The student who can repeat the story fully will win. 6. Speak and Guess Aim: to practise speaking Procedure: Choose 4 students to come to the front of the room or the middle of the circle with their ears covered so as to prevent them from hearing. Then, show the other students an expression or a sentence without letting the four students see it. Finally, the students try to convey to the four students the word or expression with gestures. The student who guesses correctly wins. 7. Right or Wrong Aim: to practise listening and speaking Procedure: First ask 4 students to come to the front of the room. Have other students ask them some questions or tag questions concerning geography, history, music, arts, etc. For example, "Name the parts of Great Britain." 【 England, Scotland, Wales and Northern Ireland. 】 Then the four students try to answer them. The student who answers the most questions correctly wins. 8. Description Aim: to practise speaking Procedure: Use a homework assignment from the previous day. For example, the assignment was to describe the student's bedroom or dorm room. In the game, the student reads the description of his/her room. The class draws a replica of the room as they hear it described. When the student finishes, s/he draws the room for the class. Often, the comparisons are very funny. It is also a good vocabulary builder. Time needed per student about fifteen minutes. 9. Catch Materials: ball
(or other throwable item) Instructions: List a set of vocabulary items on the board. The student holding the ball selects an item says it and throws the ball to another student. The 2nd student has to say the previous item, select, and say another item. Variation: Assign students one vocabulary item. Have the first student pronounce her/his item and the item of the student to whom the ball is thrown. 10. Blind Olympics Aim: to reinforce direction Preparation: rearrange the class into an open space. Make two (or more) teams and in each team blindfold one person. Assign a scorekeeper/judge for each team. The students sit at the back of the classroom after creating an obstacle course from desk and chairs. Then the students from each group have to give directions to their candidate to reach the finish line at the end of the room. Each time their competitor touches an item in the room, they loose a point. If they touch the other competitor, they loose two points (or any combination you like). This is a very noisy game, but students love it. It is very useful in reinforcing directions. (It is ideal for a big class to split them into 4 teams and start at opposite ends of the classroom.) 11. Hide and Find Aim: to practice
directions Procedure: Number 12 paper cups on the bottom from 1 to 12, depending on the number of students. Divide the students into two teams. For larger classes, you could make three teams or more. Students on each team are paired. One student is blindfolded （蒙上眼）and the other student becomes the guide. Hide the cups all over the room but they should not be under anything. Assign team one cups 1-6 to find and team 2 cups 7-12. Guides cannot touch or lead their partners by the hand. They can only give them directions such as turn right, turn left, go straight, etc. They cannot use their native language, only English, to explain the cup's location. When they have found a cup, they must return it to the place that has been chosen by the teacher. I have them stack each cup on top of the cup they have just found. They remain blindfolded until they have completed finding and returning the cup to the proper place. Their partners must give them directions on where to put the cup that has been found. As soon as a cup has been found and returned by one pair of students, the next pair goes, etc. The cups must be found and returned in order. The first team to find and return all the cups is the winner. 12. Magic Bag Aim: to have students ask questions and answer them correctly Preparation: Bring an empty bag. Procedure: Before the game, collect items from the students' desks or bags and put them in your bag without them seeing what you have taken. Then they have to ask you, "Do you have a...?" If the guess is correct, her/his team gets a point. After you put all the items on the table, one team asks the other, "Is this your ...?" For every correct response, add a point to the team's score. 13. Have You Seen My Sheep Aim: to encourage careful description and listening about dress Procedure: A circle is formed with one player called IT outside the circle. He/She moves around the outside of the circle and taps someone on the shoulder asking, "Have you seen my sheep (or dog, cat, goat...)?" The Student responds: "Yes I have seen it." IT asks, "What's it wearing?" or "How is it dressed?" The student must describe someone in the circle e.g. green shirt, brown shoes, long hair. On recognizing that she/he is being described, the student must run round the outside of the circle away from IT. If caught before getting back to his/her place, s/he takes the place of IT. 14. Pictionary Aim: to encourage
the students to express themselves Procedure: Divide the class into teams, then have one student go to the board and draw a picture, e.g. animals, people, actions, places or even feelings. Be creative! Have the rest of the class guess what is being drawn. The team that guesses right gets a point. Have the drawer choose who will draw the next picture and have prizes, i.e. candy, pennies and nickels, or anything else your students may like, for the winning team. 15. Total Physical Response Aim: to practise listening and response Procedure: Ask one student to read while the others follow the action. You could do this in groups. Examples: Touch your ear. Slap your elbow. 16. Riddles Aim: to encourage students to speak Procedure: In riddle format, describe something and allow students to guess. Example: "I am cold and wet. I am full of bubbles. You drink me when you're hot." (Answer: soda pop) 17. Problem Solution Aim: to encourage students to think logically Procedure: One person describes a problem and asks a group of students to indicate how to solve it. Example: You are in an elevator. It stops between floors & you cannot get the door open. - Discuss what to do. What happens? 18. Pancho Carrancho Aim: Review Procedure: Assign the name of a food to every student and write the names on the board. The teacher is also assigned a food, let us say 'turkey.' Have the students say in a loud voice what they are. The teacher starts the game by saying, "Pancho Carrancho doesn't eat turkey, he eats rice." The student who is rice has a few seconds to react. Her response should be, "No, Pancho Carrancho doesn't eat rice, he eats spaghetti." 19. Adverts Aim: to develop
fluency in using descriptive language Procedure: 1. Add A Word Level: upper beginner
to intermediate Procedure: The teacher writes a short, simple sentence on the board. One by one, the students give the teacher one word and indicate where it fits into the sentence. It is then added and the next student takes a turn. Variation: Students may be allowed to add two or three words. Students may be allowed to replace a word with two words. The board can become crowded. To avoid this, words can be written on cards and the sentence constructed from the word cards. 1. Scratch my Back Aim: to help students recognize and say numbers Procedure: The students stand or sit in two lines and the representative of each group faces the board. The teacher "scratches" a number on the back of the last student at the back of each row. The student does the same to the next person up the row. The person in front writes the number on the board while saying it aloud. If the numbers agree, the team receives a point. 2. Circle the Number Relay Aim: to practice numbers Procedure: Various numbers are written clearly and firmly on the board. If all students are confident using numbers 1-20, select others. They should be written at the height the learners can reach. There are two teams and one member from each team stands at the board, colored chalk in hand (each team has a different color). The teacher, or designated student, calls the numbers. The first student of the pair to put a ring round the correct number scores a point for her/his team. Then, replace the 2 representatives and do it again. Instead of numbers, you can use clock times, dates, pictures, telephone numbers, etc. You can also make this a relay game: when the number is called, the first in each team rushes to the board and circles the number, then hands the chalk to the second person and another number is called. 3. Buzz Aim: to practise numbers Procedure: Students sit in a circle and count in turn 1, 2, 3, 4 but are not allowed to say any number that contains a 5 o r a multiple of 5. Instead, they must say "Buzz." If they make a mistake or hesitate too long, they are eliminated. After elimination, the following student starts again at 1. This is the easy version; it is more fun using multiples of three and making the students change direction every so often. Thanks to my American friend Jeanne who gave the revision of the English text. 1.抢读单词 2.看图猜词 3.看图写单词 4.相同词首单词拼读赛 5.拼单词对抗赛 6.相同元音单词拼读对抗赛 7.拼读单词列队比赛 8.单词接龙 9.猜袋中物 10.换宝 11.看图猜词大家答 14.传递单词 15.找对子 16.摸鼻子 17.听单词做动作 18.宾狗(Bingo) 19.报电话号码对抗赛 20.猜年龄 22.猜袋中东西数 23.找邻居 24.拍七 25.找出不合群的单词 27.变换字母次序组成新单词 28.分拆单词链 29.词中有词 30.反义词(同义词，对应词)拔河赛 31.名词复数拔诃赛
如果你想访问英语笑话幽默，点击这里。
|
VOA
英语 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
©All
Rights Reserved 版权所有
冀ICP备10003051号 英语比萨网址： www.englishpizza.cn 联系本站：baobinzhao(at)yahoo.com.cn QQ:397106689 喜欢英语和音乐的朋友，欢迎访问我们的钢琴网www.pianoweb.cn 和游四方网www.you4fang.cn | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
英语学习教学游戏(English
Learning Games) 
