英语学习游戏(English Learning Games) 英语学习游戏 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 (效果) 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). (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, (词缀) -im and ?ir, clusters of vowels, such as, -ow-, -ight and -oo- and consonants 辅音) (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 (指定) 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 (随机) 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. Th 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) (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. 图形上)
  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 (蠕动的) 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 verbnoun 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 范围) 范围 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
 

相关内容

英语学习

   一、新概念选择英音还是美音? 答:在书店购买的《新概念》配套磁带就是英音版,由外研社出版。一般我们说的经典 语音就是这个版本。但是,对于第一册来说,偶数课,这个版本的录音是没有的。只有 美语版《新概念》第一册的录音是完全的。 但是,对于学习美语又喜欢《新概念》的朋友来说,最好是听美音版的,由上海外 国语大学出版。市场上很少见了,需要耐心的在网上找。 美音与英音的原则全凭个人喜好,没有谁好、谁不好的区别。只要是学英语的人, 在练习听力时应该美音、英音都接触,因为在现实生活中,你不知道你碰到的外 ...

英语学习

   在外企工作三年的我 给大家一些英语学习得建议和忠告 附送下载资 料无数 外企工作三年 给大家一些有用得建议 附送学习资料 我的英语在大学就一直不行,勉强混过四级,只能说是碰巧读了研, 我的英语在大学就一直不行,勉强混过四级,只能说是碰巧读了研,英 语怎么考过的我自己都没想明白。 语怎么考过的我自己都没想明白。从毕业四年后基本都快把英语忘掉 企业)工作以来, 了。三年前因为一个特殊的机遇进入外企(美国 企业)工作以来,断 三年前因为一个特殊的机遇进入外企( 断续续学了很久的英语。进展一直不大, ...

英语学习

   句子速记 问候 1.How are you? 2.Couldn't be better.(我很好) 3.It is a small world. 4.I haven't seen you for ages. 5.Long time no see. 6.How is everything going! 介绍 1.Let me introduce my friend stone. 2.Allow me to introduce Mr. Zhang. 3.May I introduce myself ...

英语学习

   Unit four Receiving visitors Learning targets Introducing colleagues to visitors Making small talk Response to invitation Saying what you like LOGO Mr. Sakai LOGO Clive Harris LOGO Phil LOGO Part one: Before watching the video, first get to know th ...

英语学习

   经验分享:学习英语的五个好习惯 好的学习习惯会对我们的学习有很大的帮助,下面和大家介绍几个有用的习惯 还有就是要改掉的一些习惯,分成英语(论坛)学习的背单词,阅读,朗读,听写还有写作的习惯。 1、背单词的习惯 似乎背单词永远是中国学生英语好坏的标准,也是考察的重要内容,那么我首先要和大家谈这个问题,就是背单词的习惯问题。 首先,重复次数不是越多越好。同次背诵的时候,抄写或者朗读的次数不是越多越好,而是在72小时内进行有效的重复,基本上我们喜欢做的抄10次就够了,再多的次数其实在不久之后就会很容 ...

英语学习

   英语名言警句英语列表 更新:2010-3-25] 1、经典 English 爱情名言 经典 [英语名言警句 经典 English 爱情名言 [英语名言警句 I love you not because of who you are, but becaus 更新:2010-3-25] 2、英语人生格言 英语人生格言 Joseph Addison. American wreter 美国作家艾迪生.J.A [英语名言警句 contented mind is th 更新:2010-3-25] 3、有 ...

英语学习

   1、出口方面的词汇出口信贷 export credit 出口津贴 export subsidy 商品倾销 dumping 外汇倾 销 exchange dumping 优惠关税 special preferences 保税仓库 bonded warehouse 贸易顺差 favorable balance of trade 贸易逆差 unfavorable balance of trade 进口配额制 import quotas 自由贸易区 free trade zone 对外 贸易值 va ...

英语学习

   Barack Obama’s Victory Speech: Speech: Change Has Come To America November 5, 2008, Obama made his Victory Speech in Chicago, now let us through a period of video to review the scene at that time? It is been a long time coming 我们已经等待很长时间了 We are an ...

英语学习

   Test for Oxford English Starter Units 1-12 听力部分( 20分 听力部分(共20分) 一、选出你所听到的字母组合,或单词: (每小题1分,共5分) (听一遍) ( )1. A. mg B. nj C. mj D. ng ( )2. A. RIA B. AIR C. RAI D. IAR ( )3. A. name B. game C. them D. late ( )4. A. they B. they’re C. there D. then ( ) ...

英语学习

   单词手册怎么背? 【英语学习秘籍】专四,专八,考研,四级,六级 单词手册怎么背?以考研词汇为例 英语学习秘籍】专四,专八,考研,四级, 2010-02-02 09:50 | (分类:#Vocabulary) (一)总论 对绝大多数中国同学来说,学英语就是背单词,单词是很多同学心中永远的痛。词汇是写 作的基石,要想取得写作高分,必须突破词汇。但很多同学却陷入了背单词的误区。有些同 学喜欢抱着厚厚的词汇书背,企图一气呵成,结果一天背几十个就晕过去了。有些同学喜欢 拼写,每个单词都要写上几十遍,可 ...

热门内容

翻译中的英语单词记忆法

   翻译中的英语单词记忆法 词是构成任何语言的基本单位, 而单词毫无例外是构成英语的基 本单位。英语词的构成有一定的规律,这个规律就是构词法,掌握构 词法知识对我们更好的理解词义、 认识新词和扩大词汇量方面有着极 其重要的意义。 英语的构词法主要有三种: 合成法、 转化法和派生法。 第一节 合成法(Compounding) 合成法是指一个新词由两个或两个以上的词合成, 这种单词之间 要有连字符连接, 也可直接连在一起, 下面着重讲述四种词性的合成: 一、合成名词,如: 合成名词, dress-s ...

英语听力攻略

   说了这么多,还是回到练听力的话题上来。 我认为听力练好有两点: 一:一定得老师指导。 教师、教练的功能是不可替代的,因为他们教的是方法。而实际上,绝 大多数大学教师没有起到这个作用。因为连年扩招,导致非英语专业英 语教师水平基本不高,他们听力的练习方法不对,甚至这些教师自己的 英语听力就不怎么样。 非英语专业的同学, 除了国际贸易, 一般大一时, 一周有一次听力课就差不多了,大二几乎没有听力课,甚至到了大三就 没有英语课了。你想,你怎么能练好听力? 英语专业的同学,一般普通院校的设置,也是到 ...

解析考博英语

   解析考博英语 英语是考博必须通过一道门槛 英语的在语言学上的分类 英语属印欧语系(family) 英语属印欧语系(family) 日尔曼语族(subfamily) 日尔曼语族(subfamily) 西日尔曼语支(branch 西日尔曼语支(branch). branch). 英语考博的具体情况 考试采取百分制记分,满分为100分,考试时间 考试采取百分制记分,满分为100分,考试时间 为180分. 180分. 试卷分4 试卷分4个部分:阅读理解,英译汉,汉译英,写 作 阅读理解为客观题,5篇 ...

英语六级笔试测试卷

   笔试测试卷 Part Ⅱ Reading Comprehension (Skimming and Scanning) Bird Brains Cracking Walnuts The scene: a traffic light crossing on a university campus in Japan. Carrion crows and humans line up patiently, waiting for the traffic to halt. When the light ...

小学英语教师教学反思能力的培养

   小学英语教师教学反思能力的培养 内容提要: 教学反思能力是一个高素质的现代英语教师所应具备的重 内容提要: 要能力之一。但这种能力并非与生俱来或随时间流逝自然提高的,它 需要教师在实际的教学过程中有意识、有计划、有步骤地加以培养和 发展。笔者从自身实践出发,论述了小学英语教师应清楚地认识并确 定反思内容,在实际的反思过程中不断提高自身反思水平和教学水 平,同时运用正确的方法进行反思活动。 《现代汉语词典》中这样定义反思:反思是思考过去的事情,从 中总结经验教训。推及到教学中,反思有着更为深厚 ...