200ESLGAMES英语游戏

200 ESL GAMESGames and Activities for ESL Classes.1. A and ANDraw a large a and a large an on separate pieces of paper. It is best if these words are written inside amusing animal shapes. Divide the class into two teams. The first child from each team puts their hands on their heads. Show the children a vocabulary flashcard. They both touch (or slam) the a or an. The one to touch the correct paper first gets a point for her team, provided that she says, “Its a ” or “Its an ” correctly. If she makes a mistake, the other child is offered a chance to make the correct sentence. After the class gets the idea, one of the children can hold up the cards instead of the teacher.2. A-B PAIRWORKStudent A is given half of the information and Student B is given the other half. Students have to work together and ask each other questions to fill in the missing information on each of their sheets.3. ADJECTIVES 1Write down three adjectives and ask pairs of students to write down as many things they can think of that all three adjectives apply to. For example, “big, cold, beautiful” might apply to snowman, mountain, Alaska Get students to come up with their own adjectives. See who can get the most number of words.4. ADJECTIVES 2Choose some advertisements with big print and not too much writing on them. Number them clearly. Black out two adjectives from each and make a list of the missing words. Before the lesson, post the ads on the walls of the classroom somewhere. Dictate the list of adjectives and tell the students that these are the words that have been blacked out on the walls. The object is to match the adjectives with their ads. Students write the number of the ad that they think that adjective appeared in.5. ALPHABET 1Use big cards. Go through the alphabet once in order then mix them up. Introduce the pronunciation of B and V, M and N, and L and R carefully. 16. ALPHABET 2Use chalk as a baton. Arrange teams behind a line before the blackboard. The first student writes A in her/her teams designated space, then passes the chalk to the next student. The fastest team wins. The Japanese teacher monitors the kids to keep them behind the line. Friends can call out from behind the line to help. Give points for speed and neatness. When the students are confident with A to Z, get them to try Z to A. If some students can write the whole alphabet, pit them against each other. Instead of running to the board, you can try having wheelbarrow races or hopping races. The movement and the competition are important in an elementary school.7. ALPHABET 3Use sets of alphabet cards. Make groups of 5 students. In the classroom, clear the desks to the side. The students must make an alphabet line, card to card, from A to Z. Can use to check recognition of capitals and small letters.8. ALPHABET 4Make two sets of alphabet cards, each letter about half the size of B4. Divide the class into two. Distribute the two sets of cards amongst the students. Some of the students may get two cards. The teacher selects a word for spelling. Each team has to spell the word by its members rushing to the front and holding up their cards in correct sequence. The fastest team wins.9. ALTS APARTMENTDraw an empty apartment on the board. Have students try to guess the contents. Draw them in as they name them. For example, the students could ask, “Is there a chair?”.10. ANAGRAMS (WORD SCRAMBLES) 1Mix up vocabulary words and get the students to unscramble them. Can be played in teams, in pairs, or with the whole class. The team who can unscramble the word (i.e. say it in English) and give its meaning in Japanese gets a point. The team with the most points wins. You can also get the students to spell the words correctly for points.2311. ANIMAL GAMEGive each student the name of an animal. After practising the different animal sounds, the students make the sound in order to find the other students who are the same animal. Japanese animal cries (nakigoe) are different from their English counterparts. Explain the sounds using pictures. The kids find the differences amusing. They tend to know dog and mouse (after you mention Mickey). I also used kangaroo with a tch, tch sound. Have a card for each student, but make sure they dont show it to anyone else. After finding their partners, they can show their cards to each other, then the JTE and ALT. Presentation is important as without the preparation of cards and the explanation (i.e. “you cant show your card to anyone else”), this game can be a flop. It took some fine tuning before it succeeded.12. ANYTHING GOESStudents try to come up with as many different answers to one question as they can. The teacher asks something like, “How many fingers do you have?”. The first student will probably say, “I have ten fingers.”. The next student can say, “I have more than nine fingers.” The next, “I dont have sixteen fingers.”. The next, “I am an alien, so I have sixty fingers.”, etc. Try to get them to use any grammar point that they have ever covered.13. BACK TO BACKTeams of two stand back to back and hook their arms around each others arms. Race to a marker and then back to the starting line giving both the chance to run forward and backwards once.14. BACK WRITING 1After reading a text, each student selects about 5 new, difficult or unusual words. In pairs, they write the words one at a time (with their fingers) on their partners backs. The partner guesses the word. Variation: the partner must use the word in a sentence. Books closed makes it a memory game. Books open makes it a scanning activity.15. BACK WRITING 2Each row is a team. The last person in each row comes up to the teachers desk and looks at a flash card. When all students have returned to their seats, the teacher says “Start!” and the game begins. The students at the end of the row write the word (with their fingers) on the back of the person in front of them. When that person seems to understand the word, they write it on the back of the person in front of them. The person in 4the front of the row writes the word on the board, then goes to the teachers desk to look at a different card. Once he has remembered the card, he goes to the back and writes it on the back of the person who used to be at the end of the row. (All the students should move forward one seat while the person at the front of the row is looking at the new card.) The winning team is the one that can write the most (correctly spelled) words on the board.16. BASEBALL 1The class is divided into two teams. Four chairs are placed in the shape of a baseball diamond. The AET/JTE proceeds to ask each team member a question which must be answered in a complete sentence. If the correct answer is given, the player moves to first base. If the answer is wrong, the player is “out”. When the team has three “outs” the other team comes up to bat.17. BASEBALL 2Draw a baseball diamond and a score board on the board. Students, in turn, are “at bat” and choose how difficult a question to attempt: a single, double, triple, or homerun. If a student answers correctly, s/he moves ahead the appropriate number of bases. The students who are already on base advance the appropriate number of bases. Players who advance to homeplate score a point for their team. If a player answers incorrectly, s/he is out. Once a team makes three outs, the other team is up. This works well with spelling practice because it is fairly easy to compile lists of easy to difficult words.Note from Steve MendozaI teach at a Japanese high school, and I have some additional ideas for the game “Baseball 2. It may be a good idea to use playing cards, i.e. ace = single, 2 = double etc. Also the joker card can be an automatic walk, and king can be an automatic strikeout. The cards are put face down and the students pick one randomly. This adds a more random element to the game. In Japan, most students would just pick single each time, if given the choice.18. BASEBALL 3Draw a baseball diamond on a piece of paper and place a pile of flashcards in the middle of it. Divide the children into two teams and give each team some counters. The team takes turns at bat. The first child on the batting team puts her counter on home plate and draws a card from the top of the pile. Either the rest of the team or the pitching team ask her one or more 5questions about the card (e.g. What is it? What colour is it?). If she answers the questions successfully, she moves her counter to first base. There are various ways of proceeding from here. (1) The same child can draw more cards. If she gets three more correct, she gets a home run. If she makes a mistake, the turn passes to the other team. (2) The next child on her team draws a card. If four different children make correct answers consecutively, their team gets a home run. (3) She can choose not to go to first base, but to try for a two-base hit. If she makes another correct answer, she can choose to move to second base or try for a three-base hit, etc. Each team is allowed three outs before the turn passes to the other team.19. BATTLESHIPStudents get into pairs facing one another. Each student gets a game sheet. The game sheet includes two grids. One grid is for the students to place his battleships on. The other grid is for the student to record his guesses on. On the students own grid, he places various “ships”. For example, one battleship (taking up 4 connecting squares), two cruisers (3 squares) and one submarine (1 square). Ships can be placed anywhere on the grid (horizontally, vertically, but not diagonally). Students must not show their game sheets to other students. To make the game sheet, put beginning parts of sentences in the squares of the first column (for example “I am”, “You are”, “He is”). Then put the endings of those sentences in the squares of the first row (for example “Japanese” “a good baseball player” “a high school student”). Students then say these sentences to indicate which square on the grid that they are going to guess. For example, “He is Japanese”, might indicate the square that is in the first row, third column. If the partner has placed a ship in that square, he says “hit” and marks that square with a big “X”. If the partner has not placed a ship there, he says “miss”. Then the other student makes his own guess. Students record their own guesses on the grid made for that purpose. Students try to “sink” each others battleships in this way. The student who sinks their partners entire fleet wins.20. BINGOThe game board can be any size as long as it is square (3X3, 4X4, etc.). If you are teaching elementary school children the alphabet, use a 5 x 5 grid, which allows the children to fill in almost every letter of the alphabet. Students are given the bingo grid and a bunch of words that they are supposed to fill the Bingo grid with have more words than spaces once they have finished, start calling out words or sentences that contain the words. Can also be played with vocabulary words. Call out words and the students write them on the bingo grid wherever they like. Then 6call out the vocabulary words one by one until someone gets bingo. Vary the ways to win. Sometimes make it one row, sometimes make it two rows or a special design (e.g. “T” or “X”)21. BINGO WITH NAMESPrepare a bingo grid with a question and YES/NO written in each square. For example, “Do you like to swim?”, “Are you a good baseball player?”, or whatever target sentence you are currently studying. Students interview each other by asking the questions on the grid. For example, Kenji asks Kanako “Do you like to swim?” Kanako says “Yes, I do”. So Kenji circles “Yes” underneath the question and Kanako signs her name at the bottom of the square. Students cannot ask the same person more than one question. Give the students about 10 minutes to fill their grids with names. Then, students sit down and the teacher calls out the students names. Keep playing until someone gets Bingo. This can also be played with students racing around to make Bingo with the students names themselves. Students who answer “yes” sign their names on the sheets, students who answer “no” dont sign anything. A straight row of students who answered “yes” makes Bingo. After a few students call out Bingo, get all of the students to sit down and check the answers of the winning students. Ask the students who signed their names if they really answered yes to the question. If they answer “no”, you know that the students havent been playing correctly.22. BLINDFOLDOne of the children is blindfolded and counts to ten. While she is counting, the other children can move around the room. The blindfolded child can also move. (If the room is large or the game is played outside, it may be necessary to restrict the area). On the count of ten, the children have to stop moving immediately. The blindfolded child then asks the children where they are by saying, “Emi, where are you?”. The children answer, “Im near/in/on/under ”. After any answer, the blindfolded child can move and try to catch any of the children. As soon as she moves, all the other children can move too. If she catches a child, she must guess who she has caught. If her guess is correct, that child is the next to be blindfolded.23. BOARD GAMESMake up a board game for any grammar point. Model the game after a well-known game, such as Snakes (chutes) and Ladders, or make your own. Have squares for missing a turn, getting an extra turn, rolling again, etc. You can use true/false questions, questions and answers (i.e. trivia), or scrambled words or sentences.724. BOGGLE4X4 grid with letters. Students try to make words out of the connecting letters in any direction (as long as the letters are in fact touching one another).25. BOP, BOPPITY, BOPStudents sit in a circle. One student goes in the middle. The person in the middle must approach one of the people in the centre and say either “bop” or “bop, bippity, bop, bop, bop”. If the person in the middle just says “bop”, then the person in the circle must say nothing. If the person in the middle says “bop, bippity, bop, bop, bop”, the person in the circle must say “bop” before the middle person has finished saying “bop, bippity, bop, bop, bop”. This continues until someone slips and says “bop” when they are not supposed to, or doesnt say anything when they are supposed to say “bop”. The person who makes the mistake must go into the middle. If everyone has caught on to this, let the middle person say some different things. She can say “Aliens, 1, 2, 3. The person in the circle who this is said to must react by contorting his face to look like an alien. The people on either side of the “alien” must hold their hands up to their faces and scream. Or, she can say “Hula, hula dancers, 1, 2, 3. The person in the circle must jump into the middle and do a hula dance and the people on either side of the victim must wave their hands from side to side, hula-like. Or, she can say “Viking ships, 1, 2, 3.” The person in the circle must put two fingers pointing outwards by his forehead to resemble a Viking ship and the two people on either side must do a rowing action with their arms. Play this game as quickly as possible.26. BROKEN TELEPHONESomeone whispers something to a student. Message must travel through the class. Last person says what s/he hears.27. BULLRUSH (BRITISH BULLDOG)The students stand at one end of the gym. There are one or two students in the middle of the gym. A student in the middle calls out the name of one of the students at the end. That student has to run from one end of the gym to the other without being tagged. If tagged, he joins the students in the middle. If not tagged, he can call “Bullrush” which means that all the students have to run from one end of the gym to the other at the same time.28. CARD GAMESAdapt any card games you know to a grammar point. E.g. Old Maid, Go Fish, 8Crazy Eights, Speed, etc. Also, these games can be taught to an English club.29. CAR RACEPlace some flashcards end to end to resemble a race track. Include two or three brightly coloured blank cards in the track and place a starting and finishing line at a convenient part of the track. Each child chooses a car (or counter) and places his/her car on the starting line. Decide the number of laps. The first child draws a number or throws a dies, says what the number is, and moves her car around the track that number of flashcards. When s/he stops on a card, she must say what it is, make a sentence about it, or answer a question about it. If she makes a mistake, s/he returns the car to its original position. If a childs piece lands on a brightly coloured card, s/he has another turn. Either make a “crash” flashcard, or say that throwing a “6 on the die will make you crash. The student must move his/her marker to the side of the track and wait out one turn.30. CHARADESIts usually best to introduce this game after playing Pictionary a few times. This game works well for verbs. Students pick out a verb card then they act out the verb. The other students try to figure out what the verb is. Can be played in two teams. For advanced students, ask for a full sentence response. For example, “He is running.” instead of “run”. Can also be done with nouns and adjectives. Another way to play is to get the whole team to act out a word so that one of their members can figure out what the word is. The team has one minute to figure out what their team-mate is trying to act out. If they guess properly, the team gets a point. If at the end of one minute the team still hasnt guessed, the other gets to try to steal the point. Yet another way to play is to give one team a limited amount of time to go through as many cards as they can (e.g. give them 90 seconds to do as many cards as they can).31. CHUNK READINGGood for all levels, but first years in particular really get into it. The AET reads the text at a certain pace. At various stages, the JTE raises his/her hand and the students mark with a pencil the part of the text where they think the AET was reading when the JTEs hand went up. You can also use brief pauses and get them to try to guess where they occurred.32. CIRCLE MIMEThe children sit in a circle. One child stands in the centre and mimes an occupation/animal, etc. The other children try to guess what she is 9miming by asking, “Are you?” The rules of the game are as follows. (1) Any child can ask the question. If her guess is incorrect, she loses one point. If she is correct, both she and the child who is miming get a point and they change places. (2) If three childrens guesses are incorrect, the whole class asks “What are you?” and the child who is miming answers, “Im”. Nobody gets any points. Another child (possibly the one who is sitting to the left of where the child in the centre was originally sitting) changes place with the child who was miming. (3) The child in the centre cannot mime something that has already been mimed. (4) It is probably a good idea for a child who wants to guess to put her hand up first. When this happens, the child in the centre has to stop miming immediately. If more than one child put their hands up, the teacher (or a child) decides who should ask the question (usually the fastest, but this can be a good chance to cheat a little and let some of the quieter children ask the questions). Or, the children can janken to see who gets to ask first.33. CLOZEMake two copies of a passage, each with (different) words missing. Blanks identify the missing words. The students read the passage aloud together to fill in the missing parts. Alternately, the students can ask each other questions about the missing parts after reading the passage