“英语课堂游戏”专帖（请勿跟贴，谢谢！）

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100. Survivor Spelling Game

Level: Any Level

Use this activity to review vocabulary:

Make a list of vocabulary covered in previous lessons. Have students stand. Call out a vocabulary word. The first student begins by saying the word and giving the first letter, the second student the second letter of the word, the third student the third letter, and so on until the word is spelled correctly. If somebody makes a mistake they must sit down and we start from the beginning again until the word is spelled correctly. The last student must then pronounce the word correctly and give a definition in order to stay standing. The student who is left standing is the "survivor" and wins the game. I usually give them some type of prize. If all the students remain standing we have a pizza party at the end of the week.

The students love it and it is a great way to practise vocabulary!!!

Submitted by: Josie Saieva (Canada)

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101. Syllable Game

Level: Medium
Write a difficult word on the board for example
ACCOMMODATION.

Then clap your hands while saying the word. Repeat as necessary.

Then ask them to count the claps in ACCOMMODATION. There are 5 handclaps. Get students to clap and say ACCOMMODATION.

Tell students these handclaps are called SYLLABLES and that every word breaks down into one or more syllables. Briefly practice saying "syllables."

On the board underneath ACCOMMODATION draw 5 medium sized boxes. Put the correct number underneath each box.

Clap and say the first syallable of ACCOMMODATION and ask your students which letters should go in box 1. They should say AC (some might say ACC.)Repeat this process until all of the letters are in the correct boxes. So now you should have

Box1 AC Box2 COM box3 MO Box4 DA Box5 TION

Then choral drill the letters like this.

Teacher: Which letters are in Box1?

Students: AC

Teacher: and in Box2?

Students: COM

Continue this until all 5 boxes (syllables) have been covered.

Then ask a student to give you the contents of BOX1 and 2. Then ask another to give you the contents of box 2 and 3. Then 3 and 4. then 4 and 5.

This gradual building of the word helps them not only to understand the rhythm and concept of syllables, but also helps them to fix the spelling in their minds.

Once they grasp the concept of syllables, Write some 3,2, single syllable words on the board and get the students to work out how many syllables the word has, and then get them to put the letters into the correct boxes

Submitted by Gary Pownall. Greenwich Community College. London. UK

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102. Taboo

Level: Medium to Difficult
This game is a simplified version of the board game "Taboo".

Before class, create several index cards. On each card write one word in a large font with a circle around it, and underneath write 2-4 related words in a smaller font. The goal is for students to get their teammates to guess the circled word. They can say anything they like to try to make them guess, except for the words written on the card.

Divide the class into groups of two, and write each group on the board to keep track of points. Place a desk in the front of the room facing the class, so that someone sitting it has their back to the board and can't read it. Place another desk in front of it, so the teammates are facing eachother.

Pick a team to go first, and have them choose a card. Have the teammates decide who will guess and who will talk. The guesser sits with their back to the board. On the board, making sure the guesser can't see, write the circled word as well as the other taboo words. The talker then has to try to make their partner guess the circled word without saying it, or any of the other words. After they guess it have another group come up. When all the groups have gone, do it again and have the teammates switch roles.

My students really enjoy this game, so much so that they often give the guesser clues even when it is not their team! It's a great way for students to practice forming sentences, and it forces them to use words and structures they might otherwise not use.

Submitted by: Mike Amato, Boston, MA, USA

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103. Tell Me about Myself

Level: Any Level

This game works well with students at pre-intermediate level or above and can be adapted accordingly. It is an original way of introducing yourself (as a teacher) to a class for the first time, but could also be used later on.

Prepare in advance, on an overhead transparency or white-board, a mind map of yourself. Instead of using sentences to describe your life, use single words, numbers, dates, symbols and illustrations where possible.
For example I include information about my life in England, names of siblings, date of birth, name of hometown etc. (My hometown is Stoke-on-Trent which I then illustrate with a cup and saucer - the Potteries, and a football - Stoke City FC. It keeps them guessing.)
I include information about my husband (name and illustration of job) children (names, ages, birthdays). You can add your shoe size, height, illustrations of your hobbies etc. I draw a needle and thread - sewing, a pair of skis - I enjoy skiing, and a pencil - drawing.
Any kind of information can be included. Use your imagination! I live in Sweden and draw a picture of a snowman with a cross through it to illustrate that I don? like the winter!
Get your students to tell you what the information means. For example.

July - is that when your birthday is?
Does the cup and saucer mean you drink tea?
Try and get a good mix of obvious and less obvious information. For example, when I drew a fish (to illustrate that I kept tropical fish) it provoked questions like:
Do you eat a lot of fish?
Do you enjoy fishing?
Is your star sign pisces?
Give them a clue if they?e having problems guessing.
This game has worked wonderfully for me in many classes of varying levels. To follow up, get you students to take a few minutes to prepare something similar individually, and then work in pairs guessing what the information means about their partner.

Submitted by Dawn Garnheim, Sweden

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104. Tell Me Why

Level: Medium to Difficult

The point of this game is to try to answer questions. We often take for granted many things but if we consider them carefully sometimes they are not necessarily logical.These questions are intended to make students speak. In most of the cases there are no "right" or "wrong" answers. Here are some examples:

If you're so WISE can you tell me WHY:

Some birds have wings but never FLY.

not all the monkeys have a tail BEHIND.

Leopards have spots and TIGERS STRIPES.

Grooms dress in black and BRIDES in WHITE.

People wave their hands when they say good BYE.

The ocean磗 blue and so is the SKY.

Our EYES shed tears when we CRY.

We must WRITE letters from left to RIGHT.

Roosters crow in the mornings at six or FIVE.

People trhow RICE to the groom and BRIDE.

We strech and yawn when we feel so TIRED.

As you can see I repeated the /ai/sound to create a special sensation to the ears.These questions can also help you to teach pronunciation and intonation if you read them with the proper rhythm.

Submitted by Pablo Ortega Juez portegaj63$$$hotmail.com

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105. The Alphabet Game

Level: Any Level

This game is used to practice alphabet and check their vocabulary. Do as a competition. Divide Students into groups of five ( it depends on the number of students you have) and ask them to stand in line. give to the students of the front a marker to write on the whiteboard.Then draw with your finger an imaginary letter of the alphabet on the back of the students at the end of the line. They must do the same with the student in front of him/her and so on. the students with the marker are supposed to run to the board and write any word that begins with that letter. Students love it!

Submitted by Andra Martins

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106. The Brag Game

Level: Medium

This is a simple game I've made up to practise Present Perfect. You make up about 20-30 sentences in Present Perfect describing various activities one would share to brag. For example: "I've eaten lunch with Al Gore".

"Spielberg has asked me to play in his next movie". Students draw a slip of paper with a statement like that, he/she says it aloud to the group and they try to outdo him/her by thinking up a statement which would be more impressive. It might look something like this:

Student1: "I've eaten lunch with Al Gore"
S2: So what? I've eaten lunch with Bill Clinton!"
S3: So what? I've eaten lunch with Al Gore and Bill Clinton"
S4: So what? I've eaten Gore and Clinton for lunch"
When they can't come up with something, they just say WOW looking impressed and move on to the next statement.

S1: Spielberg has asked me to play in his new movie.
S2: So what? I've asked Spielberg to play in MY new movie.
S3: WOW

They seemed to have fun with this game.

Submitted by Andrzej J. Czopek

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107. The Game of Truth

Level: Medium to Difficult

I learnt this game when I was chatting with a brazilian girl.It is a very simple but interactive game. As you know people always as the same questions in chats over and over again.What do you do? How old are you? etc. She asked me if I wanted to play THE GAME OF TRUTH. I say yes of course! Here are the rules I made some changes for the English classroom)

1.Make a lot of small cards with interesting topics written on them, such as: LOVE,JEALOUSY,PIRACY,MONEY,SMOKING,SEX,DINKING,CLONNING,BRIBING,FRIENDSHIP,DEATH PENALTY,PHYSICAL PUNISHMENT,FAMILY,etc,etc.Look for topics that make students speak.Sometimes even CONTROVERSIAL ones.

2.-Every student in the class will take turns in taking a card.He or she will talk a little about the topic in the card he or she selected. For example:

MONEY: for me money is very important , but is not the most important thing.It is only a way to reach things.Success is not measure by the money you can get,etc,etc.

3.-Allow student to express their feelings even if it is not their turn. Remember the main point of this game is to make students speak!However don磘 lose the control of the class.

P.D.If you select very interesting topics I garantee everybody will try to answer the questions even when is not their own turn.This activity is excellento "to break the ice" and to help you know each other in the classroom.

Submitted by Pablo Ortega Juez

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108. The Grandfather

Level: Any Level

Objective : to practice the numbers.

Procedure :

Students are sit in circle. Then, they are given a number. One of them or the teacher can be the Grandfather. The game goes like this.

A : When the grandpa died, he left twenty cups of wine.

( the person who has number 20 answers
B : why 20 ?
A : So, how many ?
B : what about 2 ?

( the person with number 2 says : )

C : why 2 ?
B : So, how many ?
C : what about 3 ?

(and so on..)
The winner is the person who does not hesitate and make a mistake. Advanced students must play the game in English. But if you have beginners, the game can be played in the students?mother tongue ; however, numbers must be said in English. Students need to be attentive, otherwise they are asked to leave the game.

Submitted by Hermilo Gomez Hernandez - Universidad de Quintana Roo, Mexico

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109. The Miming Game

Level: Any Level

This is a simple game which requires little preparation. Divide your students into groups of 2 people(there may be two groups or more). Give each group a sentence that includes grammar and/ or vocabulary already practised, and underline the words that should be guessed exactly. One of the students in the group has to mime the sentence and the other has to guess. Of course the other groups will also be allowd to guess, which will create competition.

Submitted by Cris

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110. Think Fast

Level: Any Level

A game for revision (review). It also works well for the last 5 minutes of class

The teacher prepares a list of items for revision e.g. word fields, grammar, facts. In class he/she explains the procedure. Three to five volunteers leave the classroom and wait till their turn has come. The teacher appoints a student to take the exact time and another to take down a tick for every correct answer. No repetitions! (Set up or negotiate rules on pronunciation.) Then the first player is called in.

Teacher: You have 20 second to name as many things as come to your mind.
Your topic: Parts of the body / London sights / plays by William Shakespeare / the places in a town / traffic signs / weekend shopping-list / etc.
Ready, steady, go
Once all volunteers have done their bit, award a small prize (e.g. a sticker) to the winner of the round. Then ask the class for additions before you pick the next item. Then pick the next item.
Allow more time (30 or 40 seconds) for longer answers: What have you done so far today? / What did you do last weekend? / School rules: What do students have to do? What are they not allowed to do? / etc.

If this game is played in groups, they should be evenly balanced.

Submitted by: Gertraud Muraoka

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111. "Tic Tac Toe" or "Noughts and Crosses"

Level: Any Level

This is a good game for a revision or for a reader's discussion. Divide the class into two groups. Draw a grid of nine squares on the board and write a number on each square (from 1 to 9). Prepare nine questions and set one question for each number. The groups call out the numbers and if they answer the question correctly, they get the point. The goal of the game is to make a line (either horizontal, vertical or diagonal).

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112. Time Indicators

Level: Any Level

Rationale: Students practise using different subject pronouns, verb tenses, and the time words and phrases that go with them. They must also be able to recognize different forms of the same verb, especially irregular verbs.

Materials: None.

Levels: All. Beginners can play using only four verb tenses (present, past, future, and present progressive). More advanced can play using all the tenses.

Method: One student says a time word or phrase (e.g. next year, a few days ago). A second student must complete a sentence using the proper verb tense. That student then says a different time word or phrase. A third student uses it to form a sentence, but may not use the same verb or subject pronoun the second student used.

Verb tenses may be repeated if necessary, but verbs may not, and subject pronouns may be repeated only after they have all been used once.

The game can continue as long as the teacher wants, though two runs through all the subject pronouns is an appropriate length. The teacher may write the full sentences on the board, but should at least keep track of which subject pronouns and verbs have been used.

Example:

First student: "At the moment . . ."
Second student: ". . . I am sitting in a classroom."
Second student: "Last year . . ."
Third student: ". . . they went to Europe."
Third student: "Every day . . ."
Fourth student: ". . . she takes the bus to work."

Submitted by Stephen MacDonald

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113. Toilet Paper Icebreaker

Level: Any Level
This activity is used as a "getting to know you", icebreaker on the first day of class.

Teacher takes the toilet paper roll and takes several squares of toilet paper, then hands the roll of toilet paper to a student. The teacher tells the student to take some, more than three.
After everybody in the class has some paper, we count the squares we have, then we have to tell that many things about ourselves, in English.
This activity works well with substitute teachers also.

The toilet paper is such an attention getter.

Submitted by: Linda LeBlanc

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114. Traffic Light Questions

Level: Any Level
This games works especially with adult students who are reluctant to speak about personal issues.
Prepare three cards (a green, a yellow, and a red one) with six questions each. The questions on the green card are easy and not personal, and the ones on the red card are more difficult and personal. Each student throws a dice twice. The first time is to decide upon the color of the card (1 or 2 = green card; 3 or 4 = yellow card; 5 or 6 = red card) and the second time is to choose the question.

Submitted by Mica Bresso

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115. Truth or Lie?

Level: Any Level

This isn't really new. I got the idea from a book and have expanded on it a bit. It can be used at any level from pre-int. up. It can be used just for speaking practice but it's particularly useful if you're doing present perfect for past experiences. It works soooo well! The students just love it! Lots of question and past tense practice. Even the quiet ones will talk!
Based on a group of three (it can be done in pairs, or fours if you write some more questions), each student has a piece of paper with five questions on it (see below) and takes it in turns to ask the person on their left one of their questions. The student answering the question must answer 'Yes I have.' regardless of the truth. The student who asked the question can then ask as many further questions as he likes in order to help him decide whether the truth is being told or not. Obviously, sometimes they'll be telling the truth. The third student can also join in with questions, thereby 'ganging up' on student B. Listen how students fabricate stories in an attempt to avoid questions! When the first student feels he's heard enough he says 'No further questions' and writes 'True' or 'False' next to the question. The game then carries on (student B asks a question to student C and so on) When all the questions have been asked the papers are passed to the left for marking i.e. the truth is revealed. The highest score out of five wins.
This game will really open your eyes to people's ability to LIE.
Here are the questions. You can use different ones, obviously.

Have you ever?
spoken to a famous person?
danced on a table in a public place?
been trapped in a lift?
taken an illegal drug?
sung karaoke?

Have you ever?
appeared on television?
left a bar or restaurant without paying?
written graffiti on a wall?
appeared in a photograph in a newspaper?
chased a criminal?

Have you ever?
done a very dangerous sport?
won a medal or trophy?
missed a flight?
stayed in a five-star hotel?
swum naked in the sea?

A typical exchange might be something like:
- Have you ever swum naked in the sea?
- Yes I have.
- Where did you do it?
- Erm. On holiday in Majorca.
- Who were you with?
- Some friends.
- What were their names?
- Erm...etc.

Submitted by Bradley George

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116. Twenty Questions - Annette Delanghe

Level: Any Level

Using 3X5 file cards I cut and pasted a number of articles from a catalogue. I write on the board questions such as
Would I find this in the house? (If not assume it is outside)
Does it weigh more than 10 pounds?
Does it have wheels?
Does it have a motor?
Does it make noise?
Do you have one ?
Would you like one?
Can you eat it?
Can you wear it?
Is it used in the summer? (if not therefore it is used in winter)

Students work in pairs and may answer only YES or NO and keep track of the number of questions. You can use many more questions perhaps using words that are new or different.

Submitted by Annette Delanghe

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117. Twenty Questions - Sandy Herman

Level: Any Level

First one member of the class chooses an object, an occupation, or an action which ever you decide. Then members of the class try to discover what it is by asking questions which can be answered by "yes" or "no."

For example, if the subject is "occupations" then the questions might be like these.

Do you work in the evenings?
Do you work alone?
Do you work outside?

Submitted by Sandy Herman

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118. 20 True or False Items

Level: Easy to Medium

Print this out and give it to your students.

I never go to bed after 1 am
I study English more than 2 hours a week
I had a great time at secondary school-I loved it
My ambition in life is to get a permanent job
My parents started giving me pocket money when I was five
I don't mind wet days, there are still plenty of things to do
I really believe that motorbikes are dangerous
Parents spoil their children nowadays
The beach is for relaxing and doing nothing
I am an adventurous person
I never run for a bus-I can catch the following one
In the end, most people are very nice
I absolutely hate Mondays
I have never stolen anything-never
People who smoke are crazy
Tall men/women are more interesting than small ones
People who watch more than 2 hours of TV a day are wasting time
Spending 4,000 pesetas on a permanent is immoral
Keeping animals at home is cruel
I am intelligent

Submitted by Gerard Counihan

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119. Vacation Cards

Level: Medium to Difficult

For this activity you will need a deck of cards, and an imaginative theme that could be crafted into some sort of story. For example, I choose "send the teacher on a vacation". On the board or overhead projector make a list like the following. (You could ask your student for imput.)

A-exciting
2-depressing
3-expensive
4-heroic
5-romantic
6-fantastic
7-sad
8-almost fatal
9-cheap
10-dramatic
J-happy
Q-wierd
K-change one option
Prompt the students a little to get them started; perhaps offer a beginning to the story. They then must continue making an oral story by drawing one card and continuing the story along those lines. For example, if they get 4, then the teacher/protagonist must do something heroic or some kind of heroric event must occur. If the students draw a K (or whatever card you stipulate), then they can change one option. This seems to help keep the momentum in the game. Continue through all cards, with the stipulation that the story must be concluded by the end of the deck. Obviously there is a lot of room for variation here. Your word list and theme could be related to your unit of study.
My students really enjoyed this game; it is most interesting if you personalize it and insert yourself or a student (assuming he/she wouldn't mind).

Submitted by: Rebecca