AlibiĪ definite winner for intermediate groups and above. The tricky bit is the correcting of answers after each round, which can get a bit noisy, but it does teach pupils to listen to others. This practises vocab and keeps pupils quiet (if that’s what you want). Pupils get 10 points for an item which no-one else has got and five points for an unoriginal one. Pupils could use dictionaries if you want dictionary use to be an aim. If a group finishes before the time has expired you can stop everyone. They can work individually or in pairs/small groups. ![]() They have to find a vocab item for each letter in a given time limit (e.g. They draw a column for each category and then you give them a letter. towns in France, food, drink, objects in the classroom, objects around the home, hobbies, sports). This is the one where you give pupils a set of categories (e.g. Pupils become ingenious under pressure and revise or embed language effectively (from David Clark, TES Resources). If the bomb goes off in their possession they lose a life. They cannot pass it on unless they have added a new word or phrase. Give the pupils a vocabulary category or a sentence to complete orally. Once set, these bombs make an exploding noise at random intervals. Buy a few pretend plastic ticking bombs cheaply off the internet. Another word has taken the first (or last) place on this list.Īlternatively: pupils write down about 15 words on a long strip of paper and tear of from the top or bottom when you call the words. When the word is heard the pupil needs to tear off the word from that list. The teacher reads out the list of animals in the target language while each pupil concentrates on two words at a time the first animal on her/his list and the final one. To take animals as an example, each pupil chooses eight different animals from the list s/he has been taught, writing the English equivalent in the boxes. Each strip is then folded three times to provide eight boxes. ![]() Give each pupil a piece of A4 paper which is then divided lengthways so that each pupil has a long strip of paper. I hope some of you out there discover something new here or at least enjoy the satisfaction of knowing that you have far better ideas! Strip bingo I have not included the blindingly obvious, such as regular bingo, “effacez” and hiding flashcards. Here is a list of some games which I have found to work well over the years. They should almost always be used when there is a specific point to be practised. ![]() That said, games bring variety and a bit of fun to lessons. I believe classes appreciate teachers who make them work and with whom they get on, not teachers who play games. Inexperienced teachers should be wary of using games if class control is still shaky or if you have an unusually difficult class. I don’t think that you have to use games to teach classes successfully.
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