英语学习游戏.docx

1、英语学习游戏英语学习游戏(English Learning Games)Games for Vocabulary and Phrase Games for StructuresGames for Listening and SpeakingGames for NumbersEnglish Learning Games for Teaching赵宝斌 编辑 整理 Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students interest

2、in learning English. Games are considered one of the most effective ways to improve efficiency（效果） in language learning. Following are some 50 games for various levels of English students. I collected some of them and created others. Vocabulary and Phrase Games 1. A Game of Collocation Cards Aim: To

3、 let students review and memorize collocations（搭配）. Preparation: Make a set of cards with the verbs (or verb phrases) such as take, have, do, play, make, and give. Prepare a second set with nouns (noun phrases) such as homework, a meeting, a trip, a test, a lecture and basketball. Procedure: Two or

4、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 sitting around. 2) In turns, each student takes 6 cards from the pile one by one. Then one student takes one card from the pile. The student ke

5、eps it if he/she finds a collocation 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 next person. 3) The next person keeps it, if he/she finds a collocation with one of the cards in his/her hand. 4) Then

6、the student chooses one of the difficult cards in his/her hand and gives it to the next person. 5) If he/she cannot form a collocation, he/she takes another card from the pile. The next person does the same until one of them forms three collocations. The first person that forms three correct colloca

7、tions wins. Variation: You can play this game with prepositional phrases and adjective phrases, 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 followi

8、ng written on them: letters, 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 rando

9、m order in a pile on the table with students sitting around. 2) Each student takes 4, 5, or 6 cards from the pile one by one. (Students determine 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 meaning

10、ful words (a word found in the dictionary) by putting the cards together. When successful, the student shows the word to the other players and puts the cards aside. At the same time, he/she gets the same number of additional cards from the pile. 4) The first player tries to form more words, which he

11、/she shows to the other players. If he/she cannot form a meaningful word, he/she can take another card 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 th

12、e other cards. Each time a word is formed, the student shows the card(s) to the other players and puts the card(s) aside. 7) If the player cannot form a word with the card given by the previous player, he/she can get one from the pile and try to form a word. Again, if a player fails to form a word,

13、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, 1020) on separate cards. Each stud

14、ent 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 q

15、uickly using one of the prepositions on their cards. The student who thinks his/her sentence is right can raise his/her hand and the teacher nominates（指定） him/her. He/She reads out the sentence. If the teacher says correct (the sentence is correct in grammar and meaning), the student can put that pr

16、eposition card aside. 4) The procedure is repeated. The student who surrenders all his/her cards first 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-sq

17、uare 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 whole class as you go a

18、long and help students with ideas of how to draw them). 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

19、if they get a bingo before you. This makes it more challenging 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 team of 4 to 6 people Procedure: Put the items on a desk an

20、d the students sit around the desk. The teacher describes the food item. When a student has an answer, she/he slaps the card and says the word aloud. If the student is correct, he/she gets a team point. If the student is wrong, he/she is out of the game. Alternatively, in each group each student pla

21、ys independently. If the student slaps the correct picture, he/she keeps 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

22、 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 guesses 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

23、has not been mentioned, the teacher will draw one stroke for the hangman. If they can guess the word before 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 not be a hanged man. It can be any

24、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 wit

25、h one ravenous shark, underneath him. When the first incorrect letter is guessed, the man begins his descent toward the shark, who, five or six wrong guesses later, will eat him. Graphically, （图形上）I find Word Shark more interesting than Hangman. 8. Scramble Aim: to review vocabulary Procedure: You f

26、irst 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 another letter on the left or right, over or under the given letter. The student who fails to form a meaningful word loses one point. 9. Musical Chairs with a Twist Ai

27、m: to review vocabulary Preparation: all the chairs are arranged in a circle and a tag with the target vocabulary (i.e. jobs) is placed on each chair Procedure: Play music and have the students march in a circle. When the music stops, the students all go for the chairs. There is a chair for each stu

28、dent 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 remain seated. If not, that student becomes IT. This is continued 3 times and then the music is played again. The students like this game and it rev

29、iews vocabulary 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 help you

30、to know the kinds of words your students know, which helps communication 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

31、, 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 next student to say a sentence that begins with the last word of the last sentence. 11. Dictionary Aim: to learn the meaning of

32、 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 everyone 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