英语学习游戏
英语学习游戏(English Learning Games)
Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are co nsidered one of the most effective ways to improve efficiency（效果）in langu age learning. Following are some 50 games for various levels of English stud ents. I collected some of them and created others.
Vocabulary and Phrase Games
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 ta ke, have, do, play, make, and give. Prepare a second set with nouns (noun p hrases) 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 si tting around.
2) In turns, each student takes 6 cards from the pile one by one. Then one s tudent takes one card from the pile. The student keeps it if he/she finds a c ollocation with one of the cards in his hand or he/she thinks he/she can find a collocation easily with this card later. Otherwise, she/he gives it to the nex t person.
3) The next person keeps it, if he/she finds a collocation with one of the car ds in his/her hand.
4) Then the student chooses one of the difficult cards in his/her hand and gi ves it to the next person.
5) If he/she cannot form a collocation, he/she takes another card from the pil
e. The next person does the same until one of them forms three collocations.
The first person that forms three correct collocations wins.
Variation: You can play this game with prepositional phrases and adjective ph rases, 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: letter s, 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 a round.
2) Each student takes 4, 5, or 6 cards from the pile one by one. (Students d etermine the number of cards they hold in their hands before the game starts. The bigger the number, the easier the game is.)
3) The object is to construct meaningful words (a word found in the dictionar y) by putting the cards together. When successful, the student shows the wo rd to the other players and puts the cards aside. At the same time, he/she g ets the same number of additional cards from the pile.
4) The first player tries to form more words, which he/she shows to the other players. If he/she cannot form a meaningful word, he/she can take another c ard from the pile.
5) If he/she still fails to form a word, he/she chooses one from his/her cards and gives it to the next person.
6) The next person can get this card if he/she can form a word with the othe r cards. Each time a word is formed, the student shows the card(s) to the ot her players and puts the card(s) aside.
7) If the player cannot form a word with the card given by the previous playe r, he/she can get one from the pile and try to form a word. Again, if a player fails to form a word, he/she selects one of his/her cards and gives it to the next person. The next person will do the same.
Finally, the person who gets the most meaningful words wins.
3. Preposition Cards
Aim: To practise prepositions.
Preparation: Write a number of prepositions (say, 10–20) on separate cards. E ach student has a set of the cards.
Procedure: The aim is to make up sentences using common prepositions.
1) Students can hold the cards in their hands or put them on the desk.
2) The teacher says a noun, a verb or an adjective or a phrase (or writes on the blackboard.)
3) The students think of a sentence quickly using one of the prepositions on their cards. The student who thinks his/her sentence is right can raise his/h er hand and the teacher nominates（指定）him/her. He/She reads out the sent ence. If the teacher says "correct" (the sentence is correct in grammar and m eaning), the student can put that preposition card aside.
4) The procedure is repeated. The student who surrenders all his/her cards fir st will win.
4. Bingo
Level: Absolute beginner to lower intermediate
Aim: to review or preview letters, or vocabulary
Materials: item list, bingo cards (students can make these)
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 w hole class as you go along and help students with ideas of how to draw the m). 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 c hallenging and covers more vocabulary.
5. Slap it
Aim: to recognize words and listen for relevant information
Preparation: a set of 10-15 pictures of different kinds of food items for each t eam of 4 to 6 people
Procedure: Put the items on a desk and the students sit around the desk. T h e teacher describes the food item. When a student has an answer, she/he slaps th e card and says the word aloud. If the student is correct, he/she gets a team poin t. If the student is wrong, he/she is out of the game. Alternatively, in each group e ach student plays independently. If the student slaps the correct picture, he/she ke eps the card as a point. The person or team with the most cards/points wins.
6. Hangman
Level: Absolute beginner to lower intermediate
Aim: to practice vocabulary
Materials: writing surface
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.
Then, students begin to call out letters from the alphabet. When a student gu esses a correct letter, he/she will put the letter in its proper place. The letter may be repeated. If a letter that is in the word has not been mentioned, the t eacher will draw one stroke for the hangman. If they can guess the word bef ore the picture of the hangman is finished, they will win. Otherwise they will lose.
Variation: This works best with phrases, not individual words. Scoring need n ot 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 to ward the shark, who, five or six wrong guesses later, will eat him. Graphicall y, （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 ano ther letter on the left or right, over or under the given letter. The student wh o fails to form a meaningful word loses one point.
9. Musical Chairs with a Twist
Aim: to review vocabulary
Preparation: all the chairs are arranged in a circle and a tag with the target v ocabulary (i.e. jobs) is placed on each chair
Procedure: Play music and have the students march in a circle. When the mu sic stops, the students all go for the chairs. There is a chair for each studen t 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 re main seated. If not, that student becomes IT. This is continued 3 times and t hen the music is played again. The students like this game and it reviews vo cabulary 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 hel p you to know the kinds of words your students know, which helps communi cation 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 n ext student to say a sentence that begins with the last word of the last sente nce.
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 ev
eryone 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 w rite 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 defin ition. The dictionary holder gets one point anyway. The dictionary is then pa ssed on.
12. Fast Words
Aim: review vocabulary
Procedure: The class is arranged into rows. The first person in each row is g iven 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 writ e 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 chalk, goes to the board and the teacher call s 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. Th e 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.
Level: This game works well with all levels. Lower-level students can make u p simple sentences and higher level students more complex ones.
Procedure: The purpose of this game is to give students the chance to practi ce 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 lik es 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 throug h the list ahead of time to make sure that you can think of matching adjectiv e-noun combinations within the vocabulary range of your students. It is some times helpful to have a large list of alphabetized adjectives copied off and rea dy 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 vocabul ary so that everyone knows their own word. One person is "it." When "it" to uches another person, he/she becomes "frozen" (cannot move), but their frien ds 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 desig nated rhythmic point, the first student must call out a word in the target cate gory (country name, flower, article of clothing, etc.) Then at the same point i n 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, i t 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 stude nt(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 ch eck 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 student s in groups have to draw as many items related to that word as they can. Af ter 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
Preparation: 2 or 3 sets of the target 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/w ords to be recognized. Anyone who does not know the words has to stand a side as a captive 'lamb.' (The wolf may ask anyone, What is this?) After som e 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.
Preparation: Cards with prepositions written on them.
Procedure: Each student takes a card. In turns, they have to mime the prepo sition they have until the class guesses which preposition it is. When this ac tivity is over, they have to create a scene where everyone has to speak usin g his/her preposition; they should not use any other prepositions. Students r ole-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.
2) Clear a space in the classroom and put a table in the middle.
3) The students stand in a circle round the table, 3 or 4 meters from it. Each student has one letter card each.
4) The teacher calls out words he wants to revise, one at a time, and any st udent who holds a letter that is in that word must run forward and put the le tter on the table.
5) The last person who puts his letter down must spell the word and give its meaning. If unsuccessful, s/he is out of the game, and the teacher gives the correct answer.
6) Students should take back a different letter from the table each time, i.e. t hey should swap with someone else.
23. In the Manner of
Aim: To practise adverbs
Procedure: Elicit adverbs from the students and ask a scribe to write them o n the white board. On a different part of the whiteboard write, 'You sat on th e chair _____ly." Explain that you are going to sit on your chair in the mann er of one of the adverbs on the board. Sit on the chair appropriately and usi ng the sentence on the board, elicit from the students how you sat down. Fo r 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 angril y.
24. Word Guessing
Aim: to review vocabulary
Procedure: Divide the class into teams. Give one student on each team a pie ce of paper with seven words on it centered on a theme. For example, 7 wor ds that start with M, or 7 words that are parts of the body. In two minutes (l et 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 s ame language is keeping them from giving hints in their native tongue. Usuall y, 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 P icnic
Aim: to review vocabulary
Procedure: This is a simple game that requires students to generate vocabula ry 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 fir st 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 m atch. For example: Alicia: I want to bring apples. Teacher: You can bring app les, 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 ba nanas? Usually someone figures out the game. Knowing the secret forces the m to narrow their suggestions to words beginning with the same letter as the ir 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 eac h team comes to the board and the teacher places a food item in their hand s behind their back. The first person to identify the food correctly scores a p oint 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." F or example: Teacher: Hotel. Student A: Bed. Student B: Room. Student C: Ser vice. Student D: Food. As you can see, any association is ok. If the studen t 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 t o 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 t ime. Then they go back to their teams and whisper the time into the ear of t he 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 w ords written on the paper and the board are the same, the fastest team score s a point; however, if it is not correct they have to go back and whisper it a gain. 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 fin d 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 wit h "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 "boo k," you cannot mention the words: book, letter and paper. Another student ac ts 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 withou t 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 wit h 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）st ory. The next student repeats the sentence and adds another one. The 3rd st udent repeats the sentences and adds one more sentence. This continues unt il a student fails to repeat all the sentences correctly. Typically, this will mak e 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 middl e of the circle with their ears covered so as to prevent them from hearing. T hen, 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 win s.
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." [Eng land, Scotland, Wales and Northern Ireland.] Then the four students try to an swer 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 minu tes.
9. Catch
Materials: ball (or other throwable item)
Aim: review, student fluency
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 pronou nce 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) tea ms and in each team blindfold one person. Assign a scorekeeper/judge for ea ch team. The students sit at the back of the classroom after creating an obst acle course from desk and chairs. Then the students from each group have t o 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 combi nation you like). This is a very noisy game, but students love it. It is very us eful in reinforcing directions. (It is ideal for a big class to split them into 4 t eams and start at opposite ends of the classroom.)
11. Hide and Find
Aim: to practice directions
Preparation: paper cups and something to blindfold half the students
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 class es, 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. Ass ign 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 the m stack each cup on top of the cup they have just found. They remain blindf olded 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 pai r 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 a nd put them in your bag without them seeing what you have taken. Then the y 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 othe r, "Is this your ...?" For every correct response, add a point to the team's s core.
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 should er asking, "Have you seen my sheep (or dog, cat, goat...)?" The Student re sponds: "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 sh
irt, brown shoes, long hair. On recognizing that she/he is being described, th e student must run round the outside of the circle away from IT. If caught be fore getting back to his/her place, s/he takes the place of IT.
14. Pictionary
Aim: to encourage the students to express themselves
Level: Great for all grades
Procedure: Divide the class into teams, then have one student go to the boar d 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 c ould 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'r e 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 f loors & 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 t he students say in a loud voice what they are. The teacher starts the game b y saying, "Pancho Carrancho doesn't eat turkey, he eats rice." The student w ho 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
Preparation: collect news papers and magazines (ideally in English)
Procedure:
1. Put the learners in groups.
2. The group discusses the following questions written on the board: a. What product/service is each advert trying to sell? b. How does it try to do this (colours, images, etc) c. Who is the audience for the advert? d. Would you b uy this product?
3. Each group does a mini-presentation explaining one of their adverts.
Games for Structures
1. Add A Word
Level: upper beginner to intermediate
Materials: Writing surface or blank word cards
Aim: to practice sentence building
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 t he sentence. It is then added and the next student takes a turn.
Variation: Students may be allowed to add two or three words. Students ma y be allowed to replace a word with two words. The board can become cro wded. To avoid this, words can be written on cards and the sentence constru cted from the word cards.
IV. Games about Numbers
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 e ach 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 wr itten at the height the learners can reach. There are two teams and one mem ber from each team stands at the board, colored chalk in hand (each team h as a different color). The teacher, or designated student, calls the numbers. T he 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. In stead of numbers, you can use clock times, dates, pictures, telephone numbe rs, 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 t he 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 all owed 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 elimin ated. After elimination, the following student starts again at 1. This is the eas y version; it is more fun using multiples of three and making the students ch ange direction every so often.
Thanks to my American friend Jeanne who gave the revision of the English t ext
This is a Q&A (question and answer) Game!
This is a Q&A (question and answer) Game!
the rules of the game is:
1. The person starting the game asks a question that will reveal something about the person who answers.
2. Anyone may answer the question, but they must ANSWER HONESTLY.
3. The person who answered the first question may now asks everyone a new question and the game starts again.
for examle: i give out a Question:" Did you cry out when you leave home for the first time?"
then one Answer:"yup, cuz i never leave home alone,so i will miss my parents very much.."
he give out another Question:" do u accept homosexuality?"...
Did i make myself clear, I hope so. then here the game begins.
I am the first person, so i initiate the question.
Q: Have you ever fall in love with someone in the net?
英语游戏100例
1.吹气球 blow the balloons 游戏说明：学生边说单词边做吹气球的动作，声音随着气球的大小发生相应的变化，用于操练单词。 2.大小声 opposite tune 游戏说明：学生与教师进行唱反调的游戏，教师声音大，学生声音小;教师声音小，学生的声音相应变大，可用于单词或简单句型的操练。 3.放风筝 fly a kite 游戏说明：教师手中拿一风筝模型，学生的声音随教师手势的高低做出相应的变化，可用于单词和简单句型的操练。 4.拍手停 clap hands 游戏说明：教师与学生边拍手边说单词，教师停则学生停;此游戏可用于单词操练，可以集中学生注意力。 5.长大个 grow taller 游戏说明：学生的语音根据教师的手势变幻，声音由小变大，可用于单词操练并集中学生学习的注意力。 6.木头人 wooden child 游戏说明：教师或选一名学生背对学生进行单词操练，当教师或学生转过身时其他学生保持原来的动作变成木头人。 7.模仿秀 imitate show 游戏说明：教师带领学生一起模仿小动物进行单词操练。 8.二人转 turn and turn
游戏说明：两名学生各持一张单词卡片，根据教师口令做动作，同时观看另外一名学生手中的单词卡片，看哪一位同学能以最快的速度认出另一位同学手中的卡片。该游戏用于考查学生对单词的掌握程度。 9.运气球 pass the balloons 游戏说明：两组学生边运气球边说单词，看哪组学生运球好，单词说的又流利。 10.传球、拍球 pass or bounce the ball 游戏说明：请两组学生边传球边传单词或句子，看哪组同学传的又快又好，可用于单词或句型的分组操练。 11.和卡片跳舞 dance with cards 游戏说明：教师手持卡片，学生根据教师手中卡片的变化做出相应的舞蹈动作，可用于单词的操练 12.翘翘板 play on the see-saw 游戏说明：教师与学生操练单词，但学生与教师做出相反的动作。 13.蜘蛛侠 spider man 游戏说明：蜘蛛侠为了救人要爬上高楼，需要同学们的帮助，大家的声音越大蜘蛛线就会到达楼顶，该游戏可用于操练单词和句型。 14.照镜子 look at the mirror 游戏说明：学生与老师做同样的动作并操练单词或句型。 15.狼来了 the wolf is coming 游戏说明：学生围成一圈，当教师说出一个约定的单词时，学生向自己的座位跑去，慢的学生就会被教师抓住，为保证安全，人多时可分组进行。 16.猜声音 guess the sound
学习英语小游戏
学习英语小游戏 一、单词代表队 每一组代表一个新单词，当老师读到该单词时，代表该单词的组员立刻起立并快速读三遍，反应慢者挑出来在教室内跑一圈或则挑出反应最快的组员参加决赛，擂主加分或发小奖品。 二、石头、剪子、布 活动目的：操练各种动作指令。 两个人互相用手势表示石头、剪子、布，即握紧拳头为石头，摊开手掌为布，伸出食指和中指为剪子。石头胜剪子，剪子胜布，布胜石头。活动开始，学生两人一组进行比赛，谁胜出，谁就可以给对方一个指令，命令对方完成某项动作。如果对方听不懂指令或回答错误，就给他一个小小的惩罚——如用彩纸贴满脸等。可以操练的动作指令有很多，如： Touch your nose. Go to the living room. Show me your pen. Draw a window. Act like a cat. Pass me the spoon. Point to the fish. Give me a hot dog. …… 建议：教师应共同参与此项活动，效果更好。 三、协作式口语训练 要求一个或几个学生对单词解释完毕之后，在要求其他学生根据自己的理解对已有信息的内涵进行拓展。 例1:猜词grass S1:It ’s green and it’s in the park. S2:Sheep like to eat it. 四、抢答赛走 Stamp walk 活动目的：操练词汇或句子。 把学生分成若干小组，每小组挑出一名学生站在同一排进行比赛，当教师出示词汇或句子时，最先说出的学生向前走一步，教师奖励最先到达目的地的学生。五、写回到黑板上 活动目的：复习巩固字母的书写。把学生分成两队结成两行，每队的第一个学生走到黑板前，并面向黑板。教师让每队的最后一个学生看一个字母F，然后请他把所听到的字母用手指指写在前面一个学生的背上，依次传递，直到最前面的一位学生“感受”到信息，他就离开位置到黑板上到黑板上把这个字母书写出来。哪队第一个写出正确的字母就为他们队赢得一分。 把学生分成两行，每队的第一个学生走到黑板前，并面向黑板。教师让每队的最后一个学生看一个字母F，然后请他把看到的字母用手指写在前一位学生的背上，
适合小学生学习英语的小游戏
1.模仿秀imitate show 游戏说明：教师带领学生一起模仿小动物进行单词操练。 2.传球、拍球pass or bounce the ball 游戏说明：请两组学生边传球边传单词或句子，看哪组同学传的又快又好，可用于单词或句型的 分组操练。 3.照镜子look at the mirror 游戏说明：学生与老师做同样的动作并操练单词或句型。 4.拍手停clap hands 游戏说明：教师与学生边拍手边说单词，教师停则学生停；此游戏可用于单词操练，可以集中学 生注意力。 5.长大个grow taller 游戏说明：学生的语音根据教师的手势变幻，声音由小变大，可用于单词操练并集中学生学习的 注意力。 6.木头人wooden child 游戏说明：教师或选一名学生背对学生进行单词操练，当教师或学生转过身时其他学生保持原 的动作变成木头人。 7.吹气球blow the balloons 游戏说明：学生边说单词边做吹气球的动作，声音随着气球的大小发生相应的变化，用于操练单 词。 8.二人转turn and turn 游戏说明：两名学生各持一张单词卡片，根据教师口令做动作，同时观看另外一名学生手中的单词 卡片，看哪一位同学能以最快的速度认出另一位同学手中的卡片。该游戏用于考查学生 对单词的掌握程度。 9.运气球pass the balloons 游戏说明：两组学生边运气球边说单词，看哪组学生运球好，单词说的又流利。 10.大小声opposite tune 游戏说明：学生与教师进行唱反调的游戏，教师声音大，学生声音小；教师声音小，学生的声音相 应变大，可用于单词或简单句型的操练。 11.和卡片跳舞dance with cards 游戏说明：教师手持卡片，学生根据教师手中卡片的变化做出相应的舞蹈动作，可用于单词的操练 12.翘翘板play on the see-saw 游戏说明：教师与学生操练单词，但学生与教师做出相反的动作。 13.蜘蛛侠spider man 游戏说明：蜘蛛侠为了救人要爬上高楼，需要同学们的帮助，大家的声音越大蜘蛛线就会到达楼
英语教学游戏大全
游戏 1. [/B]拍单词[/B]/[/B]图片[/B]：把本节课重点单词先全部过一遍，让学生有更深的印象，然后将图片一横排贴在黑板上，在图片的下方划个圈，让一男一女上台来并背对老师。老师用口型对下面的同学作提示，让学生反应单词，并大声说出来。老师再将该词确认一次后，发出明确指示，让台上的两位学生转身去拍单词下面的圆圈。拍的又快又准的一方胜出得分。如：crab，T：crab，台上学生马上去拍对应图片或单词下的圆圈，又快又准的加分。 要求[/B] 1. 贴图片或单词时，让全班学生认一个贴一个。在游戏前，让全班同学再次熟悉下要比赛的单词。 2. 上台来的两位同学，面朝台下同学，老师通过口型提示，如rock，台下同学一起说rock，为防止台上同学听不清楚，老师要大声再读一次，然后发出指令，“go！”比赛选手才能去拍。 3. 在拍图前，为了活跃气氛，可让比赛选手先做点热身，如：选手对着全班时，让他们原地小跑，听到go的指令时，再转身拍词。 4. 游戏时，注意控制纪律，学生拍错的单词，一定要全班再认读一次，纠正错误。 2. [/B]猜拳（剪刀石头布）游戏[/B]：把本节课重点单词或图片一横排贴在黑板上，叫一男一女上讲台，老师指着一个单词，如dog，台上选手开始划，边划边带领全班一起读dog，读到第三声时，出拳，赢的一方等到dog这个单词，得到单词多的队伍获胜。 要求[/B] 为防止选手划拳时，出拳太快，台下学生看不清，或选手划拳时，有人慢出拳，老师要控制好划拳的节奏，带领台下学生有节奏地朗读。（为保证游戏进行时划拳的节奏，短的单词老师要带，读长的单词时，口令改为one、two、three） 3 .击鼓传花[/B]：老师先选定一些图片或单词卡分给每组一张，然后选一首节奏明快，学生喜欢的英文歌曲，当音乐一起，拿到的卡片的同学就要马上往后传；当音乐一停，学生停止传卡片，这时手上拿着卡片的同学依次朗读出手中卡片的单词。读对的加分，然后继续游戏。 4.拼单词[/B]：是一个针对单词拼写的游戏。如：slow/fast，先在黑板上写上slow/fast，然后把事先准备好的这两个单词的字母卡打乱顺序贴在黑板下方，男女各派一名代表上来，老师发令，这时全班一起喊slow/fast，slow/fast… 两名代表开始选择字母卡拼单词，最先拼好拼准确的一方胜出。
45种有趣的英语学习课堂游戏
45种有趣的英语学习课堂游戏 1.过山车(get on the train) 游戏说明:学生们手拉手围成圈边走边说要操练的句子或单词，老师和一个圈里的学生手撑手扣住哪个学生，学生需说出所操练的句子或词。 2.下命令(up and down) 游戏说明:五六个人拿新单词卡上前站成一圈，老师下第一个命令，如apple 手拿此卡片的学生马上边下蹲边说apple down apple down apple down banana down..那么手拿banana卡片的孩子马上下蹲并说自己的指令然后再 给别人下指令。 3.争分夺秒(urgent task) 游戏说明:每组成员共同完成传词任务，一个传一个，用时少的小组获胜加分。（也可传问题和句子） 4.无敌转转转(turn turn) 游戏说明:两名同学到前面背靠背站好，手中各持一张单词卡。在老师下口令后快速旋转，最先说出对方卡片单词的同学获胜。 5.点手掌(catch the finger) 游戏说明:说单词时让孩子点老师的手掌，老师来抓。 6..魔力手指(magic finger) 游戏说明:先规定好每根手指说的遍数，然后用书挡住让同学猜是哪一个。 7.五体投地（body） 游戏说明:把单词卡片放在地上，然后用身体的各个部位去接触，孩子特别喜欢。 8.抢椅子(get the chair)
游戏说明:老师在教室前面摆三个椅子，然后叨四个小朋友到前面来，然后老师和学生一起读这个单词或句子，当老师停下来的时候学生就要去抢椅子，没抢到椅子的学生就要被罚读一个单词，然后回去。 9.相反劢作(opposite actions) 游戏说明:（适吅单词的整体操练）老师上下前后左右拍手说单词，学生要和老师的劢作相反，如相同则给那组减分。 10.谁最快(who is the best?) 游戏说明:（适吅单词的总体操练），老师说one two go 老师手中卡片如果是平放的，学生们就坐着说单词，如果卡片是立起来放的学生就立刻站起来说，谁最快就给他奖励。 11.照镜子(Look in the mirror) 游戏说明:老师一边说单词一边做劢作，学生跟老师学和老师方向相同。 12.听名字(whose name?) 游戏说明:老师和学生一起拍手说单词或句子，当老师突然喊学生名字时，被喊到名字的学生马上起立说出该单词，老师在喊名字时同时手指另外一个孩子，如果被指到的孩子起立就会被扣分。 13.看手势(gesture) 游戏说明:老师和学生一起拍手说单词或句子，当老师突然喊学生名字时，同时手指另外一个孩子，被指到的孩子起立说出该单词，，如果被喊到名字的孩子起立就会被扣分。 14.照镜子look at the mirror 游戏说明：学生不老师做同样的劢作并操练单词或句型。 15.狼来了the wolf is coming 游戏说明：学生围成一圈，当教师说出一个约定的单词时，学生向自己的座位跑
常见20个英语游戏
20个常见英语教学游戏 英语教学游戏 Game 1: 上车 目的:用"Hi\\\'m..."向别人问好,并介绍自己。 方法：将学生分散在教室的各个角落，及车站站点，等待上车。老师做司机，到各个站点接学生上车。学生上车前必须向司机问好。（还可再加一个学生当固定售票员） 知识点：T：Bus stop! Hello! I\'m David.S1: Hi! I\'m Li Lei.Conductor: Hi, Li Lei, here\'s your ticket. S1: Thank you.T&S1&C:Dudu...Bus stop!.. Game 2:下车 目的：练习用"Goodbye.""Bye-bye."向他人告别。 方法：老师做司机，孩子们先连成一队开车，然后依次在各个站点下车，下车前向司机告别。可与上车游戏结合起来做。 Game 3：盼盼你好！ 目的：在恰当的语境中运用“Good morning”"How are you"进行问侯；用"I\'m you."回答；并用"Goodbye."告别。 方法：老师用手偶或化妆的方式，一陌生人的身份，在课间同学们玩耍时出现，并向他们问好，同时引导他们说出相应的回答。 Game 4：友谊之圈 目的：用英语向别人进行简单的问候、自我介绍及告别。 方法：1. 大家一起面对面围成两个同心圆。 2. 一起拍手唱歌或放音乐，两个圈分别朝相反方向移动。歌曲结束，或老师喊"Stop!"时，每位同学就与这时正好和自己面对面的同学进行问候对话。 3.当大家安静下来表示都做完以后，重新开始一首歌曲拍手转圈。 4. 游戏的乐趣在于，学生不知道自己下一个将会面对谁，也许是新的同学，也许就是刚才问候过的同学。 Game 5：猜颜色
英语课堂游戏集锦
小学英语课堂词汇（句子）游戏集锦 1、名称：name of group 游戏的目的：培养学生听，说字母的能力 游戏的具体操作步骤：当完成了当堂课字母的教授后，马上开始进入游戏状态(以a ,b ,c d 为例) T : boys and girls ,you are so clever （这里用适当的汉语：作为对大家的奖励，我给每一组起一个名字）now ,I will give you a name each group !Group1,your name is A, Group 2,your name is B ,Group 3,your name is C, Group 4, your name is D. now ,Group 1, what is your name ? ( listen to the students ) Group 1 : A T : Group 2,what is your name ? Group 2 : B T : Group 3 ,what is your name ? Group 3 :C T : Group 4 ,what is your name ? Group 4 :D T : Good ,you are so clever !when I call your name,you will stand up ,and speak it loudly ! 这个游戏，要求教师速度快，其诀窍就在于，当学生熟练后，你的眼睛盯着A组的同学，可是你却在说B，C ，或者D，速度一定要快 注意事项：（1）游戏的速度由慢到快 （2）教师的眼神起着决定性的作用，教师的眼睛要盯着学生，让每个学生都要感觉到教师的召唤，这才是本游戏达到了颠峰。 2、名称：dragon (接龙) 游戏的目的：培养学生听，说字母的能力，达到记忆字母的目的 游戏的具体操作：教师教授完本堂课的字母后，马上进入游戏状态（以A，B ，C ，D ，E 为例） T: now ,Group one ,please read me ! A .. ( clap your hands) ……Group 2,B ……Group 3, C ……Group 4, D ……Group 1, E ……Group 2 , A 教师通过拍手，第一组读A，第二组读B，四个组读完了，然后接着读，通过一遍的带读，教师拍手的速度越来越快， 学生说的速度越来越快，最好是教师和学生一起说，如果中间不能接上来的组就被淘汰，最后剩下的组为胜利。 注意事项：（1）在游戏中，一定要有一个做示范的过程，逐步让学生进入游戏状态。 （2）对于不能接上来的组，采取淘汰制，让游戏更具有对抗性和挑战性。 3、名称：抢读字母 游戏的目的：培养学生认读字母的能力，以及一定的英语思维反应能力 游戏准备：字母卡片 游戏的具体操作：当我们完成字母的教授后，以教授A ，B ，C ，D 为例
小学英语课堂游戏100种
小学英语课堂游戏100种 利用游戏来进行课堂教学，会大大提高教学活动的趣味性，获得较好的教学效果。在此，我收集了英语小学英语课堂常用的100种小游戏，希望能对您的教学有一点点帮助。 1.抢读字母 这是一个训练学生认读字母的游戏，教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答，教师让最先举手的学生读出该字母，读对的给该组记10分，最后得分最多的组为优胜。 2.抢答字母组 将全班分成两个小组，并把两套字母卡片分别发给各组学生。游戏开始，教师用中文说："乐谱的七个调"，"美国"，"圆心和半径"，"中华人民共和国"，持有这些字母卡片的学生应立即站起来并举起字母"ABCDEFG，"USA"，o，r"，"PRC"等，答得既快又准的组获胜。 3.看谁快 这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一组学生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的人得两分，后站起来的得一分，没站出来的得零分，得分多的组获胜。 4.听音辨字母 这是一个训练学生辨别字母的游戏。教师可将读音易混的字母分别写在板上，如GJOW，等，共准备2～4套，同时将学生分成2～4个小组，每组抽一名学生到前面向全班站好，教师发给每人一套卡片(2～4张为宜)，游戏开始，教师念其中的一个字母，学生应立即找出并高举起该字母，先找对的得2分，后找对的得1分，没找对的不得分，最后得分多的组为优胜。 5.听音摘字母比赛 这是一个训练学生听认字母能力的游戏，教师先把所学过的大小写字母写在卡片上，按大小写把卡片分成两组贴在黑板上，然后把学生分成两组。游戏开始，每组的第一名学生上黑板前等候，教师说出一个字母，这两名学生就立即摘下教师所念的字母，放到讲台上，一人摘大写字母，另一人摘小写字母，摘得对而快的得2分，对而慢的得1分，不对的不得分，在教师念第一个字母时，各组的第二名学生应上前等候，在第一名学生摘完字母后，教师立即说另一个字母，游戏接着进行，最后得分多的组为优胜。 6.图形中找字母 教师在黑板上画一些图形，让学生找出其中所含的字母，例如： CDIO bdpq CIDO EFHIL 7.宾狗(Bingo) 这是一个训练学生听写认读字母能力的游戏，每个学生准备一张纸，并在上面画一个井字，将纸分成九格，然后教师随便念九个学过的字母，学生边听边将字母填在格子中，随便填在哪个格里都行。学生填好后，教师再打乱顺序逐个念这九个字母，学生边听边在听到的字母上画圈，当画的圈在横行、竖行或对角线上成一条直线时，学生便可以边喊"宾狗(Bingo)"边将纸举起让教师检查，最先喊"宾狗"并写得准确的获胜。这个游戏还可以用于音标，单词或数词等。 8.传递字母 每一纵排为一组，全班分成若干组，教师分别发给每一组最后一排的学生一张纸，上面写一个字母或字母组(如：KG-PV)，在教师说"开始"后，最后一排的学生即用耳语把卡片上的内容告诉前面的学生，这位学生再把听到的内容告诉前面的学生…这样依次进行下去，最后第一排的学生把所传的字母或字母组写到黑板上，传得最快，最准确的组获胜。 9.跟我走 这是一个训练学生按字母表顺序记忆字母的游戏。开始前，先把字母卡片发给学生。然后说出一个字母(如：M)，持有该字母卡片的学生站出来并说：I am M Follow me ,please.持有字母N的学生应立刻站在持M 卡片学生的后面，并说：I am N.Follow me. please，依次类推，对的给10分，错的不给分，这个游戏也可以倒着排次序，也可说I am M.Who is before me?持字母L的学生应立刻站在持M卡片学生的前面。、 10.字母排次序 这是一个训练学生记忆字母顺序的游戏。教师点名，并出示一张字母卡片。被点名的学生立即读出这个字母，并说出一个包含该字母读音的单词接着由被点名学生的前一位学生说出这个字母的前一个字母，和一个含有该字母读音的单词，然后由被点名学生后面一位学生说出这个字母的下一个字母和含有该字母的单词，如：被点名学生：B-bag，前面的学生：A-apple，后面的学生：C-cat凡说错或接不上的就给该组记负分。11.字母排顺序接力赛
英语教学中有趣的59个游戏
1.抢椅子(get the chair) 游戏说明:老师在教室前面摆三个椅子，然后叫四个小朋友到前面来，然后老师和学生一起读这个单词或句子，当老师停下来的时候学生就要去抢椅子，没抢到椅子的学生就要被罚读一个单词，然后回去。 2 2.照镜子(Look in the mirror) 游戏说明:老师一边说单词一边做动作，学生跟老师学和老师方向相同。 3 3.争分夺秒(urgent task) 游戏说明:每组成员共同完成传词任务，一个传一个，用时少的小组获胜加分。（也可传问题和句子） 4 4.无敌转转转(turn turn) 游戏说明:两名同学到前面背靠背站好，手中各持一张单词卡。在老师下口令后快速旋转，最先说出对方卡片单词的同学获胜。 5 5..点手掌(catch the finger) 游戏说明:说单词时让孩子点老师的手掌，老师来抓。 6 6..魔力手指(magic finger) 游戏说明:先规定好每根手指说的遍数，然后用书挡住让同学猜是哪一个。 7 7.五体投地（body）游戏说明:把单词卡片放在地上，然后用身体的各个部位去接触，孩子特别喜欢。 8 8..过山车(get on the train) 游戏说明:学生们手拉手围成圈边走边说要操练的句子或单词，老师和一个圈里的学生手撑手扣住哪个学生，学生需说出所操练的句子或词。 9 9..相反动作(opposite actions) 游戏说明:（适合单词的整体操练）老师上下前后左右拍手说单词，学生要和老师的动作相反，如相同则给那组减分。 10
10.谁最快(who is the best?) 游戏说明:（适合单词的总体操练），老师说one two go 老师手中卡片如果是平放的，学生们就坐着说单词，如果卡片是立起来放的学生就立刻站起来说，谁最快就给他奖励。 11..下命令(up and down) 游戏说明:五六个人拿新单词卡上前站成一圈，老师下第一个命令，如apple 手拿此卡片的学生马上边下蹲边说apple down apple down apple down banana down..那么手拿banana卡片的孩子马上下蹲并说自己的指令然后再给别人下指令。 12.．听名字(whose name?) 游戏说明:老师和学生一起拍手说单词或句子，当老师突然喊学生名字时，被喊到名字的学生马上起立说出该单词，老师在喊名字时同时手指另外一个孩子，如果被指到的孩子起立就会被扣分。 13..看手势(gesture) 游戏说明:老师和学生一起拍手说单词或句子，当老师突然喊学生名字时，同时手指另外一个孩子，被指到的孩子起立说出该单词，如果被喊到名字的孩子起立就会被扣分。 14.照镜子 look at the mirror 游戏说明：学生与老师做同样的动作并操练单词或句型。 15.狼来了 the wolf is coming 游戏说明：学生围成一圈，当教师说出一个约定的单词时，学生向自己的座位跑去，慢的学生就会被教师抓住，为保证安全，人多时可分组进行。 16.猜声音guess the sound 游戏说明：教师请一名学生背对同学，另一名同学拍打前一名同学的小手并说出单词，回座后，请前一名同学猜出是哪一位同学，用于单词的操练或句型的练习。 17.藏小手hide the hands 游戏说明：教师或选一名学生背对学生进行单词操练，当教师或学生转过身时其他学生将小手藏在背后，动作慢的同学将被扣分。
少儿英语学习经典游戏20个
少儿英语学习经典游戏20个 3-12岁儿童学英语，如果符合年龄特征，英语学习效果会显著提升。瑞思学科英语根据不同年龄段孩子的特点设置不同的英语学习内容，配合有趣的英语游戏，英语水平和综合能力都有很大提升。下面是瑞思学科英语老师整理的20个经典英语学习游戏，如下： 1、弹钢琴 绝对经典的课堂游戏，找几个同学拿着单词卡，教师说哪个单词，哪个拿着那个单词的学生就蹦一下，并且读一下那个单词，既让孩子读了又练了反映能力，经久不衰的课堂游戏。 2、萝卜蹲坑 和弹钢琴的玩法一样，不过是由向上蹦改为向下蹲，同样的游戏，变一下玩法就会有不同的效果。 3、拍卡片 把几个单词写在黑板上，找几个同学上黑板上，教师说哪个单词，学生就去拍并且读出来，比比看谁快。 4、鸵鸟游戏 两个同学背对背，教师在其后背各放两张卡片，数123，学生同时转身看对方的单词，谁先说出对方的单词谁就赢，如果双方都没有看到，拿教师就再下一个口令，学生开始跑动的去看对方单词，谁先说出来算谁赢。 5 躲避老虎 老师请将所要复习的英语单词卡片按“一”字形整齐的放在地上；老师对小朋友们说“Close your eyes.”老师将事先画好的一只老虎头的卡片悄悄地藏在其中一张卡片的下面；然后老师请一个小朋友起来说出一张卡片的英语单词; 如果那张卡片的下面没有老虎的话,那个小朋友就顺利的脱离了虎口. 那个小朋友说出的那张英语单词卡片就Pass（捡起来），不再继续放在地上。如果那个小朋友说出来的那张卡片下面有一只老虎的话，那个小朋友就要受到一些小小的惩罚。 6、姓名数来宝 训练学生对句型：My /Your name’s …的快速反应。学生围成一圈坐在椅子上。保持一定的节奏和速度说自己的姓名，依次说下去。2、用手做动作带出节奏。动作1：双手拍大腿。动作2：拍手。动作3：右手扣手指。动作4：左手扣手指。（说明：学生边做动作边数one,two,three, four，节奏要清晰响亮。）3、学生一齐重复做这四个动作，到熟练时，转入前三拍说自己的名字，第四拍说下一个学生的名字。一个接一个依次说下去。4、过一会儿，转换另一种节奏，前两拍说：My name’s…后两拍说：Your name’s …（说明：可以
小学英语课堂常用游戏20个
小学英语课堂常用20个游戏 游戏一 1、游戏名称：Magic Box 魔术盒子 2、游戏规则： 1) 将准备复习或学习的物体装入魔术盒中； 2) 请学生伸手进盒子摸一摸，然后用英语说出来； 3）或者老师公布猜测范围，让学生猜猜盒子里有什么东西，然后自己伸进盒子摸，判断自己是否正确。猜中者可以自己盖笑脸印章，猜错者可以表演一个节目。 3、游戏功能：适用于复习各种单词或句型What?s in it? Is it …? 4.、游戏举例：学习水果、学具等同类单词之后，课前复习可采用这游戏，即直观，又富有情趣。 游戏二 1、游戏名称Guessing Game 2、游戏规则： （1）分别呈现图片，让学生熟悉、并齐读。 （2）分别图片顺序，并翻转过来，让学生猜面向老师的图片是哪个英语单词； （3）一次猜中者盖大笑脸；第二次猜中者盖小笑脸；第三次猜中者口头表扬一次；超过四次未中，老师公布答案。
3、游戏功能：适用课前、课中，操练，复习各类新单词。 4、游戏举例：学习文具单词后，此游戏帮助学生高频率、大面积巩固所学新知识。 游戏三 1、游戏名称Draw and colour 2、游戏规则：让学生听指令，画简笔画，并涂颜色。 3、游戏功能：适用于课前热身活动、导入新课或小任务。 4、游戏举例：学习食物、水果或文具后，让学生听指令，画画、涂色，在完成任务的过程中操练所学语音知识，如：T: Draw an apple, color it green. Ss: I like apples, I like green. 延伸游戏，也可以让学生自由画，自由图色，自由表达。 游戏四 游戏名称：Listen and touch 游戏的适用范围：所有年级 游戏的功能：适合巩固新单词或词组 游戏的具体操作步骤： 1、讲授新单词。将单词（词组）卡片贴在黑板上或是将单词（词组）写在黑板上。 2、轮流让两位学生到台上用充气棒槌抢拍所听到的新词（词
英语学习游戏
英语学习游戏(English Learning Games) Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are co nsidered one of the most effective ways to improve efficiency（效果）in langu age learning. Following are some 50 games for various levels of English stud ents. I collected some of them and created others. Vocabulary and Phrase Games 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 ta ke, have, do, play, make, and give. Prepare a second set with nouns (noun p hrases) 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 si tting around. 2) In turns, each student takes 6 cards from the pile one by one. Then one s tudent takes one card from the pile. The student keeps it if he/she finds a c ollocation with one of the cards in his hand or he/she thinks he/she can find a collocation easily with this card later. Otherwise, she/he gives it to the nex t person. 3) The next person keeps it, if he/she finds a collocation with one of the car ds in his/her hand. 4) Then the student chooses one of the difficult cards in his/her hand and gi ves it to the next person. 5) If he/she cannot form a collocation, he/she takes another card from the pil e. The next person does the same until one of them forms three collocations.
小学英语游戏100种
英语课堂游戏100 种 字母教学 1 抢读字母 这是一个训练学生认读字母的游戏，教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答，教师让最先举手的学生读出该字母，读对的给该组记10 分，最后得分最多的组为优胜。 2 抢答字母组将全班分成两个小组，并把两套字母卡片分别发给各组学生。游戏开始，教师用中文说："乐谱的七个调" ，"美国" ，"圆心和半径" ，"中华人民共和国"， 持有这些字母卡片的学生应立即站起来并举起字母"ABCDEF，G"USA"，o，r" ，" PRC 等，答得既快又准的组获胜。 3 看谁快 这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一组学生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的人得两分，后站起来的得一分，没站出来的得零分，得分多的组获胜。 4 听音辨字母 这是一个训练学生辨别字母的游戏。教师可将读音易混的字母分别写在板上，如GJoWV等，共准备2?4套，同时将学生分成2?4个小组，每组抽一名学生到前面向全班站好，教师发给每人一套卡片(2?4张为宜)，游戏开始，教师念其中的一个字母，学生应立即找出并高举起该字母，先找对的得2 分，后找对的得1 分，没找对的不得分，最后得分多的组为优胜。 5 听音摘字母比赛 这是一个训练学生听认字母能力的游戏，教师先把所学过的大小写字母写在卡片上，按大小写把卡片分成两组贴在黑板上，然后把学生分成两组。游戏开始，每组的第一名学生上黑板前等候，教师说出一个字母，这两名学生就立即摘下教师所念的字母，放到讲台上，一人摘大写字母，另一人摘小写字母，摘得对而快的得2分，对而慢的得1分，不对的不得分，在教师念第一个字母时，各组的第二名学生应上前等候，在第一名学生摘完字母后，教师立即说另一个字母，游戏接着进行，最后得分多的组为优胜。 6 图形中找字母教师在黑板上画一些图形，让学生找出其中所含的字母，例如： CDIo bdpq CIDo EFHIL 7 宾狗(Bingo) 这是一个训练学生听写认读字母能力的游戏，每个学生准备一张纸，并在上面画一个井字，将纸分成九格，然后教师随便念九个学过的字母，学生边听边将字母填在格子中，随便填在哪个格里都行。学生填好后，教师再打乱顺序逐个念这九个字母，学生边听边在听到的字母上画圈，当画的圈在横行、竖行或对角线上成一条直线时，学生便可以边喊"宾狗（Bingo）"边将纸举起让教师检查，最先喊"宾狗"并写得准确的获胜。这个游戏还可以用于音标，单词或数词等。
英语教学常用游戏
常用英语课堂教学游戏 1、 Louder and lower . （大声小声游戏） When the teacher say a word or a sentence loudly, the student must say of them lowly. therwise, when the teacher say lowly ,the pupil must say loudly. 教师大声地说句型或单词，学生就必须得小声地说。反过来，教师小声，学生就大声 2、 Mouth words .（猜口型游戏） The teacher will say words or sentences with the mouth move only and without voice. The students must look at the teacher’s mouth carefully and tell out what is the teacher saying about. 教师读一些单词或句子，只做嘴型，不发出声音。学生必须得认真地看教师的嘴型，判断出是什么句子或单词，并大声地说出来。 3、Remember games .（记忆力游戏） A group of students stand in line and try to remember things. The first student of the line will say a word or a sentence, the second one must repeat out what he/she says and then tell the word or sentences of his/her own. The third one must repeat out the first two student’s speaking and then tell his/her own. By this way runs the game. The last one must repeat out all the speaking above. 一组学生依次站好，玩记忆力游戏。第一个学生说一个单词或句型，第二个学生必须得先复述出第一个学生说出的内容，然后才能说自己的句子或单词，第三个也得先复述出前面两个所说的内容然后再说自己的。依次类推，最后一个学生必须得重复完前面所有学生所说的东西。（教师可以适当给予说错的学生一些趣味性的惩罚，如唱歌等。） 4、Judge sounds .(找声音游戏) A student closes his/her eyes. One of the other students will say something in English. He/she open the eyes and looking for the student who makes the sound and then go to talk with him/her. (ask and answer or greeting). 一学生蒙住眼睛，其他学生用英语说一些句子，这个学生打开眼睛，找出声音是谁发出来的，就走到说话者的前面跟他谈话。（回答问题或相互问候）
小学英语游戏
一）英语课堂中的单词教学游戏： 1、说相反的词（2 个词教学） 这种方法适合于学完2 个词时操练单词用，教师读其中的一个词，学生就要读另外一个词。可进行分组操练，读的快准确的组得分获胜。 2、动作反应（3 个词教学） 教学到3 个词进行操练可以采用此种方法。教师在黑板上出示要操练的3 个词，领读几遍后，教师读词，学生做动作：读第一个词时，生拍一下手，第二个词时，拍两下手，读到第三个词时，则不拍手，如果拍了就给另外的组加分，（可不打乱顺序读）；反之，教师做动作，学生读词，快的准的就加分。 3、单词接龙之一（3 个以上的词） 当教学的单词超过3 个以上时进行操练可以用这种方法。教师在黑板上出示要操练的词，先把这几个单词读几遍后，教师或学生读其中的一个词，让学生读出和它相邻的下一个词，读到最后一个词时，学生接第一个词。 4、缺了什么（What 's missing ?） 这是训练学生记忆力的游戏。教师出示一些实物，放在讲台上，让上来猜的学生先看半分钟，然后背向讲台面向学生站立，再让另一位学生上来取走一样东西。 然后说：“ Please guess What is missing? ”猜的学生要在10秒钟内用英语把缺的东西说出来。 5、对口形教师把要操练的词，领读几遍，然后教师读词，但只做口形不出声音，学生根据口形说出单词，说的最快最准确的组加分。 6．抢读单词： 这是训练学生认读单词能力的游戏，教师将全班分成若干小组，然后逐个出示些单词或图片，学生们举手抢答，教师让最先举手的学生读出单词并说出其中的意思，或将图上的单词读出来，拼出来，读对，说对，拼对的给该组10 分，得分最多的组为优胜。
学英语课堂常用游戏20个
学英语课堂常用游戏20个 1、游戏名称：Magic Box 魔术盒子 2、游戏规则： 1) 将准备复习或学习的物体装入魔术盒中； 2) 请学生伸手进盒子摸一摸，然后用英语说出来； 3）或者老师公布猜测范围，让学生猜猜盒子里有什么东西，然后自己伸进盒子摸，判断自己是否正确。猜中者可以自己盖笑脸印章，猜错者可以表演一个节目。 3、游戏功能：适用于复习各种单词或句型What’s in it? Is it …? 4.、游戏举例：学习水果、学具等同类单词之后，课前复习可采用这游戏，即直观，又富有情趣。 游戏二 1、游戏名称：Pass 2、游戏规则：1）学生依次报数，当遇到数字3或3的倍数或含3的数字，均以“pass”代替，错误者给小组减分。 2）数字可以根据学生的学习情况而定，1-10可以取2，20以内可以取3，30以上可以取4或5。 3、游戏功能：适用于操练，复习各类数字。 4、游戏举例：学习1-20数字后，取数字“3”进行游戏，起加强、巩固的功效，学生感觉有挑战，同时又面向全体学生。 游戏三 1、游戏名称Guessing Game 2、游戏规则： （1）分别呈现图片，让学生熟悉、并齐读。 （2）分别图片顺序，并翻转过来，让学生猜面向老师的图片是哪个英语单词； （3）一次猜中者盖大笑脸；第二次猜中者盖小笑脸；第三次猜中者口头表扬一次；超过四次未中，老师公布答案。 3、游戏功能：适用课前、课中，操练，复习各类新单词。 4、游戏举例：学习文具单词后，此游戏帮助学生高频率、大面积巩固所学新知识。 游戏四 1、游戏名称Draw and colour 2、游戏规则：让学生听指令，画简笔画，并涂颜色。 3、游戏功能：适用于课前热身活动、导入新课或小任务。 4、游戏举例：学习食物、水果或文具后，让学生听指令，画画、涂色，在完成任务的过程中操练所学语音知识，如： T: Draw an apple, color it green. Ss: I like apples, I like green. 延伸游戏，也可以让学生自由画，自由图色，自由表达。 游戏五
英语课堂小游戏(比较全面)
小学英语课堂常用游戏20个 游戏一 1、游戏名称：Magic Box 魔术盒子 2、游戏觃则： 1) 将准备复习或学习的物体装入魔术盒中； 2) 请学生伸手迚盒子摸一摸，然后用英语说出来；
3）或者老师公布猜测范围，让学生猜猜盒子里有什么东西，然后自己伸迚盒子摸，判断自己是否正确。猜中者可以自己盖笑脸印章，猜错者可以表演一个节目。 3、游戏功能：适用于复习各种单词或句型What’s in it? Is it …? 4.、游戏举例：学习水果、学具等同类单词之后，课前复习可采用这游戏，即直观，又富有情趣。 游戏事 1、游戏名称：Pass 2、游戏觃则：1）学生依次报数，当遇到数字3或3的倍数或含3的数字，均以
“pass”代替，错误者给小组减分。 2）数字可以根据学生的学习情况而定，1-10可以取2，20以内可以取3，30以上可以取4或5。 3、游戏功能：适用于操练，复习各类数字。 4、游戏举例：学习1-20数字后，取数字“3”迚行游戏，起加强、巩固的功效，学生感觉有挑战，同时又面向全体学生。 游戏三 1、游戏名称Guessing Game 2、游戏觃则： （1）分别呈现图片，让学生熟悉、并齐读。
（2）分别图片顺序，并翻转过来，让学生猜面向老师的图片是哪个英语单词； （3）一次猜中者盖大笑脸；第事次猜中者盖小笑脸；第三次猜中者口头表扬一次；超过四次未中，老师公布答案。3、游戏功能：适用课前、课中，操练，复习各类新单词。 4、游戏举例：学习文具单词后，此游戏帮助学生高频率、大面积巩固所学新知识。 游戏四 1、游戏名称Draw and color 2、游戏觃则：让学生听指令，画简笔画，并涂颜色。