VOCABULARY GAMES
Durante todo el tiempo que he dedicado al trabajo como profe de inglés, he ido recopilando algunos juegos, y con el tiempo algunos de ellos se han convertido en favoritos y siempre intento que estén presente en mis clases. Algunos ya son muy clásicos otros, quizás te sorprendan!
1. FRUIT SALAD The person in the middle needs to say something that applies to at least 2 people in the circle. For example, “Anyone who has a pet”, “Anyone who is wearing jeans”, “Anyone who has a brother or sister”, “Anyone wearing the colour purple”. If the person’s statement applies to someone sitting in the circle, that person has to move from his or her seat and sit in a different chair. If the person says "Fruit Salad", then everyone needs to move to a different chair. The person in the middle tries to sit down.
2. Adaptation: each player is given a paper with a name (fruit, animal...)
3. MUSICAL STATUES: Play any music and when the music stops T said an animal and S have to do the animal and freeze.
4. VOCABULARY TUNNEL:Make a tunnel for Ss to crawl through. T stands at one end and holds up a flashcard for the first S to say. After the S says the correct word, s/he can go through the tunnel. Then hold up a flashcard for the next S.
5. VANISHING FLASHCARDS GAME:place a number of flashcards in front of the Ss. Give them a few moments to memorize the pictures and then tell them to close their eyes. Take away one of the flashcards and then tell the Ss to open their eyes again. The first S to guess the missing flashcard can win that flashcard (for 1 point) and take away a flashcard in the next round
6. MIME AND GUESS: Hold a flashcard above your head and children have to help me to guess the picture miming it. Guess asking: is it a …? then ask for volunteer.
7. FIND THE PICTURE: With binoculars: stick fxc on different walls in the classroom. Give a pair of binoculars and ask a S to find that word. The rest of s repeat the word: cow, cow, cow...
8. SLOW REVEAL: After the vocabulary has been thoroughly taught sit and slowly expose a flashcard bit by bit, until someone can guess what it is. Reward everyone as they will tend to guess at the same time.
9. FOUR CORNERS: T hangs a flashcard (4 in total) in all 4 corners of the room. One S is chosen to stand in the middle with his/her eyes closed and counts to ten while the other students scramble to one of the four corners. At the count of ten, the S in the middle shouts "STOP" and picks one corner by naming its corresponding flashcard. The students in that corner are "out" and must sit down. Continue game until only one student remains; he/she is then "it" (the counter in middle)
10. DARTS:You need a magnetic dartboard (you can get in cheap $1 stores). Place flashcards on the board and number them. Divide class into 2 to 4 teams. Then ask, "What's picture number 3?". If the student answers correctly then s/he may throw a dart for points. You can also say the vocabulary word and have students point instead of speak if there are younger or at a more basic level.
11. PEOPLE NAME: 5 s stand with a flashcard they say their name and shows the flashcard. Who's got the bath? Marta or what has Emma got? The kitchen.
12. FAST/FLASH:You move the fxc fast up and down and s have to tell what they have seen.
13. STOP:Tell s a name, then show them the fxc one by one. As soon as s see the fxc the have to shout STOP
14. OSTRICH GAME: You need some clothes pegs. Pair up Ss and peg a card onto each S's back. Both Ss face each other with hands behind backs waiting for T to shout "Go!". At this point they must try to discover his/her partner's hidden flashcard without letting their partner see theirs. When the S finally sees his/her partner's card s/he has to shout it out to become the winner. The Ss look like ostriches when playing this game.
15. PICTIONARY: Good for reviewing vocab. Pick a S and show him/her a flashcard picture or whisper a word into his/her ear. The S draws the picture on the board and the first S to guess the picture gets to draw the next picture. This can also be played in teams with a point system.
16. HANGMAN: We have practice some structure and we have write it down in our notebook. So we put a long sentence on the board as a hangman game. We make 2 groups. Rules: 1. each group have to say one letter. As more repeated the letter the more the points you get. 2. each letter that ends a word or the sentence is one extra point. 3. you shouldn't tell the sentence it should be discovered
17. THE FLY SWATTER GAME: When we have a new list of 15 or 20 words from a chapter. I write the words (without the article for nouns) in large print in rows across the board. Then I divide the class into two teams. The first time around with the fly swatters, I explain how the game works. After that, it's not necessary.
One student from each team comes to the front of the room facing the class, with their back to the board. Each has a fly swatter. When I say a word, they have to turn around, look over the words on the board and touch the word I've said with the fly swatter. The first one to touch the word gets a point for their team.
There are some other basic rules:
1) You may not hit another student with the fly swatter.
2) You may not throw the fly swatter at anyone.
3) You may not "block" another player with your arm or your body to prevent them from getting at a word.
For the first round, I tell the class we're going to start with something easy. I say the word in English and the two at the front have to find it. The one who touches it first with the fly swatter gets the point. I do this until every person on each team has been at the board once. Then we do round two, with the same words on the board.
Find something that you can wear on your feet (when we did clothing) Find a male family member (when we did family words)
Find something you usually do indoors (when we had activity verbs - play cards, go hiking, play the piano, go horse riding).
For each round, I make sure every student has a chance at the board. I find this repetition helps, plus we have lots of laughs as we do it and I think that aids retention, too. they are competing against a different person from the opposite team. This time I say the word in the student's native language and they have to find the English. (Obviously, this round is for monolingual classes) For the third round, I give clues such as: Find something you can sit on (chair, couch, bed, carpet when we did items in a room, for instance).
18. SPEED LINES: Have the students in two lines facing the teacher. The first students in each line are the players. Show a flashcard and the first student to correctly name it is the winner. These two students then go to the back of their respective lines and you repeat the process with the next two students. If both students say the name of the card together let them quickly decide the winner. A very important ingredient is the speed. Have lines of unequal number so that on progressive rounds the students are playing with different people. This way you don't have to worry about pairing slower students with quicker ones
19. OVER-UNDER: Line up the kids in two teams. Give the two kids at the front each a flash card. When you say go, the first in line says the word and passes the f/c over their head, the next kid says the word and passes the card under between their legs, the next kid over, then under, etc. The last kid in line races to the front to hand the f/c to the teacher and says the word. The first team to do so gets a point.
20. LINE TRUE OR FALSE: Put a line of tape on the floor and designate one side "True" and the other "False". Hold up a flashcard or object and say its word. If Ss think the you have said the correct word they jump on the True side, if not they jump on the False side.
21. PICTURE RECOGNITION GAME: Have all the Ss stand at one end of the room and the T in the middle. Hold up one picture flashcard and Ss come forward and whisper the word in the T's ear. If correct they can go over to the other side of the room. Ss can have as many guesses as they like.
22. CLAP HANDS: Hold up a flashcard and say a word. If the word is the same as the item on the card, the children clap their hands once. If the word and the flashcard item are different, they must keep silent.
23. COPY ME!-ECHOE: Hold up a flashcard and say the word. Ask children to copy you. Say the word again, this time very softly. Children repeat the word softly. You can say the word in lots of different ways, e.g. loudly, slowly, quickly, sadly, angrily. Each time children must copy the way you say it.
24. ODD ONE OUT: Take a lexical set of flashcards, e.g. animals or food. Include one card that is not in the same lexical set as the others. Hold up each card in turn and children say the name of the item. When you show the card that is not in the same lexical set, children call out ' Odd one out!'
25. BINGO CARDS: We put flxc on the board. S have to draw a square/ rectangle with 3-6-or 9 squares on it. Inside each square they should choose some pictures from the board. Then we mix the cards and put them on the board. So, S have to cross their card if their words match with the card chosen. The first s with 3-6-9 crosses shout bingo! And win.
26. MEMORY KIDS erc: We need a double set of cards. We give a card to each S that have hidden his/her cards. then each S have to come in front of her classmates in turns and ask for 2 mates. If that 2 mates match their cards, the s wins 2 cards. All the time the cards are under the table. Only when the cards have been matched they can lay on the table.
27. MEMORY: You need 2 sets of flashcards for this game. Place both sets face down on the floor/ blackboard. Ss take turns in turning over 2 cards (saying the cards aloud). If the cards match then the S keeps the cards. If the cards are different the cards are turned back over again in their original places. The S with the most pairs at the end of the game is the winner. Can be 2 photos or a photo and its name.
28. CLEVER PARROTS: We should show each S a card and we say a word loudly. If the word and the picture match S should repeat. If not, they have to be silent. They can repeat like parrots.
29. SNAP: One S has a set of cards and the other a set of words. They mix up each set and start putting each card on a table. When the word and the picture match they class have to shout SNAP
30. MIX AND MATCH: I put a set of picture's cards and their set of vocabulary cards on the board. I put a number in each card and a letter in each vocabulary. I ask a S to match for instance 1E.
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