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by Lourdes Llovera
LEVEL:  Grade 2 to Adult ESL/EFL class
AIM: To activate existing knowledge for academic vocabulary
SKILL AREA: Strategies for determining meaning
GROUPING: Whole Class/Small group
MATERIALS: one sheet of plain paper per word to be introduced. The number of words should be limited to 3-5 ideally, and should be related to each other within the topic to be studied. Students should each have a pencil ready.
HOW TO PLAY:
1. Divide the students into as many groups as you have concepts/words. Center each group around a table. Place a vocabulary word sheet in the center of each table
2. Tell students that the groups have 2 minutes to write as many words or phrases they can think of that are associated with the target word in some way.
3. At the end of 2 minutes papers will be passed to the next table, and groups will now have one minute to add associations that are not yet listed. This time they will have only 1 minute. At the next turn they will have only 30-45 seconds, etc.
4. Once the sheets have circulated completely, groups choose a representative to list all the concepts on the board for review and guided discussion by the entire class and the teacher. The teacher can further flesh out the meaning of the target words, while presenting the new topic or thematic concept.

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by: Núria Beltran

LEVEL: 1st cycle

AIM: To reinforce target language (numbers, gender and body parts.

GROUPING: Groups of 3 or 4 students.

MATERIALS: Colors, dice, counters, model board and coloring pictures.

HOW TO PLAY: Every child gets its counter and puts it on the star square. Then they throw the dice and the ones who gets better score starts. This student throw again the dice and count as many squares as the dice says (aloud). Once the child stops he/she should paint the part of the body shown at the board taking into account if its from the boy or from the girl.

This is repeated for everyone until someone gets to paint the whole two bodies.

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by: Núria Beltran

LEVEL: any level

AIM: To reinforce target language (vocabulary and grammar structures). Depending on the group the vocabulary and the structures can be more or less complexes.

GROUPING: it can be played by the whole class group or in smaller groups. If its the first time playing better using the whole class. Once they know how to play you can divide the students in smaller groups.

HOW TO PLAY: A small object is needed. Students sit down in cercle. Then the teacher ask the students to close their eyes (you can blind fold them as well, just in case) and put the object behind someone. Once its done, it seats again on it place and aks a randon student:

- Clara, have you got the pencil on your back?

- No, not me!

- Then, who?

- Jordi has!  Jordi, have you got the pencil on your back?

- ...

The structure is repeated until they are able to find the person whose got the pencil on its back. This person should answer:

- Marc, have you got the pencil on your back?

- Yes, I have.

Then this student ask the others to close their eyes, stands up and puts the pencil behind another student.

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by: ROSER CARBONELL
I wanted to share with you the game of the fly swatter but looking for a video to post it with my explanation I’ve found the touch and go game and since it looks also interesting I’m going to share both.

THE FLY SWATTER GAME
Age: any level

Objective: practice vocabulary
Materials
Flashcards with the images of the vocabulary your students are working on.

2 flyswatters

How to play
1.     Post the flashcards on the board.

2.     We’ll need at least 2 teams

3.     The teacher will say a word and the students will turn back and run to “fly swat” the image, the word or the sentence on the board.

4.     The student who kills the “fly” has to spell the word.

TOUCH AND GO!
Age: any level

Objective: practice vocabulary
Materials
Flashcards with the images of the vocabulary your students are working on.

How to play:
1.     Post the flashcards on the board.

2.     We’ll need 2 teams.

3.     Each team moves along by saying the word or sentence of the flashcard.

4.     When they reach the other team they do rock, paper and scissors to see who keeps going.

5.     The one who lose go to the back of his/her line and the next team member starts.

https://www.youtube.com/watch?v=1ZDbsA_L464

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by: Olga Garcia Ferrer
Level: +8
Aim: Practice different vocabulary of the body.
Grouping: Individual or in pairs.
How to play: This games is a JClic, so you have to use the computer. You have to follow rules.

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by Eva Quintanas Aumatell

Level: +7
Aim: Practice and learn vocabulary using different questions.
Grouping: All class
How to play: We need different images and a rubber band to put on the head. Each card has an image on it. I prepare different cards, such as: transports, fruit, animals, among others.
Then each child has to guess "what's on their head" by asking a series of searching questions, where the answers can only be yes or no.

They love this game and at the same time, they are learning and speaking English.

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by Raquel Prados Soler
Level: any level
Aim: To recall vocabulary in previous units.
Grouping: All class
How to play:
I have some images of the vocabulary worked. I show all the images at the begining of the class and keep only one in an envelope.
At the end of the class I show the envelope and say: "Today's word of the day is..." one by one, students try to guess the word in the envelope, then I show the image and the students that guessed are very happy. They love it even that I do it every day and if I forget they tell me to play it!

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by Sara Bueno Girbés
Level:  +11
Aim: Practice and learn the new vocabulary using synonyms and descriptions.
Grouping:  12 students, but If you have more than 12 students in a class,  divide everyone into teams of 5-6 people and have only one team go at a time.
How to play: separate the class in half and have the two teams sit on opposite sides of the room, facing each other. Each team will choose a person to sit in front of their team, facing them in the “hot seat.” You will stand behind the students and hold up a piece of paper with a word on it. The students in the hot seats will not be able to see these papers.
Teams have three minutes (or any amount of time you want to set) to get their hot seat member to say the word on the paper. The catch is, they can’t say the word under any circumstances.

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by Carol Cánovas

Level: +8
Aim: Practice the new vocabulary and learn new grammar structures, specifically questions and anwers.
Materials: 13 wordcards and 13 flashcards (pairs) (if there are less pupils, then, less pairs) (I usually play with them)
Time: 10mins (2 rows)
Grouping: divide the pupils into two big groups
How to play: show the flashcards to the audience to remember the vocabulary. Then propose a question and an answer and write them down on the board (i.e. Are you wearing a skirt? Yes, I am / No, I'm not. // Have you got a ponytail? Yes, I have / No, I haven't).
Mix the wordcards and give them to the half of the pupils. They have to ask the question at the right time. Mix the flashcards and give them to the other half of pupils. They have to say the answers. Wordcards team stand up and go around the classroom asking the question to any member of the flashcard team till they find their pair. When everybody gets together, then switch the teams and repeat.

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by Olga Estruch

Level: +7
Aim: Practise the vocabulary and structure about animals.
Procedure: Pupils have to cut along the dotted lines, but not along the solid lines, to make the dominoes. They can colour the animals. Demostrate the game. For example, place the mouse and X hair domino card on the board. Point to the crossand say It hasn't got hair. Find a domino card with the picture of an animal without hair (the snake) and place it alongside. The word next to the snake is tick hair. Now find an animal that has got hair to place alongside. Say My dominoes don't match! when you have no domino cards left to continue the line. The pupils play the game in pairs.

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by Blanca Garcia
Level: Any level
Aim: to review and practice the vocabulary related to "family".
Also it is a good group dynamics.
You need: picture or word flashcards with the members of the family. It can be adapted to different levels. One card for student.
Grouping: big group, it works better with a group of 20 or so, as they will have to make several families.
How to play:
Give out one card to each pupil with a different member of a family, that they will have to pretend to be.
Students have to form a family by saying: "I am dad" or "I am  the sister", and joining in with other pupils in order to form a family. They can also ask questions such as : "Are you a mum? ...
When the family is completed they have to make a little representation acting out each one their family role.
It can be extended by making the performance a little longer or even writing down the dialogues of the family situation, and using some custumes or props. Or just make it very simple and short, just pretending to be a dad, mum, etc.

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by Llorenç Marti

Level: Any Level

A good game for large classes and for reviewing vocabulary lessons.

1. Prepare a list of review vocabulary words.

2. Write each word on two small pieces of paper. That means writing the word twice, once on each paper.

3. Organize the pieces like bundles, 2 bundles, 2 sets of identical words.

4. Divide the class into 2 teams. get them to make creative team names.

5. Distribute each list of words to both teams. every student on each team should have a paper.  Both teams have the same words.

6. When you call a word, 2 students should stand up, one from each team. The students must then run to the blackboard and race to write a sentence using their word.

The winner is the one with a correct and clearly written sentence.

This is always a hit with kids. For more advanced students, use tougher words.

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By Marta Ripoll

It's theTV quiz that everybody know.

Objective:

The aim of this game is to refresh all the knowledge that they have learned.

How to play:

Students are in groups of three or four. Each group has a paper which is used to write the answer. The teacher projects the questions on the screen. When they finish all the alphabet, they will correct the answer from other groups. The winner is the group with less mistakes.

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By Enriqueta Vendrell

Age: +10
Aims: Have fun by copying
Materials: some copies of an easy text, a wide place.
Procedure: hang 2 or 3 copies of the text in a place in front of students are. In pairs, one of the students runs to the place where the text is, reads it and comes back where to the other student sits and dictates it.
After 2-3 minuts, they can exchange roles.

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By Enriqueta Vendrell
Age: +9
Aims: To review  structures or vocabulary
Materials: internet conection, laptops
Procedure: By using a web page you can use already multiple choise made games or you can built it, save it and share it with the comunity if you want to.

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By Tània Giménez

Age: +5
Students will be able to match numbers 1 to 10 with ones that are shown. Students will be able to identify numbers by name and sound.

Objective:
- Listen actively
- Recocnize the numbers (sound-writting)
- Have fun learning

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(Irene Martín Fraile)
Age: +12
Objective:
-Acquire vocabulary
-Practice speaking
-Learn English in a fun and motivating way.

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By Gerard Ferrer

Age: 4-6
Aims: To identify vocabulary, to develop physical coordination, to practise counting.
Materials: Chalk, flashcards, beans or similar.

Procedure:
1.- Use the chalk to draw hopscotch squares on the floor.
Number the squares
2.- Put your flashcards in the top left corner of each square.
3.- Children should take turns to throw the bean.
They hop and jump to number 8 and BACK DOWN again to the square where the bean landed.
They name the flashcard, pick up the bean and hop or jump out of the hopsctoch.
The rest of the class watch until they wait for their turn. They can count the squares in chorus and chant HOP/JUMP/STOP/OUT depending on the square.

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By Bea Montull

Age: All ages
How to play:
there's a folder with a 16 sheets, and students have to put in the  support. At the beginning the cursors must be found at the bottom. Students have to put the cursors in the correct place in the right  column. When they've finished they have to turn the sheet to check the result.

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Please Mr Crocodile, can I cross the river?

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Please Mr Crocodile, can I cross the river?

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By Loli Jabalera
Age: 2nd, 3r grade

Objectives:
- Listen carefully to instructions and practice vocabulary (clothes)

How to play:
This game I use it when we learn the clothes.
I play it in the playground as we need space. I only need to draw "a river" with chalk.

All the students are in front of me (in one side of the river) and I am "the crocodile". They need to cross the river, so they ask me "Please, Mr. Crocodile, can I cross the river?" and I ask them "Yes, if you are wearing blue jeans" (p.e.). So all the students that are wearing blue jeans have to "cross the river" and I have to catch them. The students win when they cross the river and they lose when I get them. If I get them, they become crocodiles.

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By Marta Ripoll

It's the traditional hangman.

Objective:

The aim of this games is to guess the word.

How to play:

One volunteer chooses a word from the vocabulary worked during the unit. She or he draws on the blackboard lines that the letters will be wrote.

The other students tell him or her letters and the volunteer writes  them on the lines when the letter is in the word. If the letter isn't in the word, it is write on one side and the volunteer draw one part of the hagman.

When there are so many letters and students can guess the word, the volunteer asks them "Do you know the word?" . The student who guesses the word will be the next volunteer.

They practice spelling and enjoy it!

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By Meritxell Martí
Call My Bluff / Two Truths and A Lie

Call My Bluff is a fun game which is perfect at the start of term as a ‘getting to know you’ kind of game. It is also a brilliant ice breaker between students if you teach classes who do not know one another.

The game is excellent for practicing speaking skills, though make sure you save a time for after the game to comment on any mistakes students may have made during the game. (I generally like to reserve this for after the game, so you don't disrupt their fluency by correcting them as they speak).

With older groups you can have some real fun and you might be surprised what you’ll learn about some of your students when playing this particular EFL game.

Why use it? Ice-breaker; Speaking skills

Who it's best for: Appropriate for all levels and ages but best with older groups

How to play:

Write 3 statements about yourself on the board, two of which should be lies and one which should be true.

Allow your students to ask you questions about each statement and then guess which one is the truth. You might want to practice your poker face before starting this game!

If they guess correctly then they win.

Extension: Give students time to write their own two truths and one lie.

Pair them up and have them play again, this time with their list, with their new partner. If you want to really extend the game and give students even more time to practice their speaking/listening skills, rotate partners every five minutes.

Bring the whole class back together and have students announce one new thing they learned about another student as a recap.

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By Carolina Patiño
Age: All ages (best with young learners)
Objective: Learn or revise  vocabulary and language structures or test to see if they're remembering the words you have been teaching. .

How to play:

Before we starts, we have to prepare a bunch of words and put them in a bag.

Split the class into teams of 2 and draw a line down the middle of the board.

Give one team member from each team a pen and ask them to choose a word from the bag.

Tell the students to draw the word as a picture on the board and encourage their team to guess the word.

The first team to shout the correct answer gets a point.

The student who has completed drawing should then nominate someone else to draw for their team.

We repeat this until all the words are gone - We also make sure we have enough words that each student gets to draw at least once!

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by Patricia López
Age: 2nd Grade
Objective: review vocabulary.
How to play:
It's the traditional memory with little vocabulary cards.
- Divide the class into groups.
- Lay out the cards face down in rows forming a large rectangle on the table or floor.
- In turns, the players choose a card and carefully turn it over. The player then selects another card and turns it over.
If the two cards are a matching pair, for example two "painting cards", the player is awarded these both of cards.
If the cards are not a match, they are turned back over and it is now the next players turn.

They try to remember where the cards were in order to match them in pairs.
- Once all the cards have been played, the player with the most matching pairs is the winner.

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by Reyes Palá

I use this game when Christmas is coming to practice orally how to ask and give addresses

Their board is a recycle one, but they have colored it in bright colors and numbered
the houses.

They choose secretly a house to live and they have to arrive there by throwing the dice.

They have to speak in English, so they practice: throw the dice, move your counter. It’s my turn it’s your turn. I’m the winner.

They do all this in an easy way as they are eager to play. ( Otherwise, they are eliminated)

Later on we’ll play in a more complicated way.

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By Anna Romero Ros
Age: 4th grade
Group: pairs
Time: depending on the time you want to use to play it.

Objectives:
- to practice oral communication.
- to practice the 3rd person in singular description
- to practice making question about 3rd person in singular
- to practice answering a question by using short answers.
- to use description vocabulary

How to play:
students bring the board game: who is who to class, and in pairs they play as they would play in catalan but in English.
- In pairs, each player takes one card and puts it onthe board (the other player must not see it).
- the aim of the game is to guess the other's player character
- by turns, each player asks the other one a question, and the other one should answer yes or no.
- depending on the answer, the player who asked shoud put the correspondent pieces down so at the end of the game, there woud only be one piece (which must be the other's player character).

Students use to have fun and enjoy this game. You can play it as many times as you want to.

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"HOT AND COLD"It is to practise  vocabulary.Student A of the class goes outside the classroom.Student B hides a flashcard or object already learnt. Then the student A goes into the classroom. Imagine that the vocabulary is "BIRD". Then the class repeats the word very quietly and when the student A is closer to the BIRD, then the class says it a bit louder. And when A is very close to the BIRD, they repeat it very very loud. Then A knows that the object is very close to him/her and have to find it. It is like the known game HOT and COLD. 

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"HOT AND COLD"It is to practise  vocabulary.Student A of the class goes outside the classroom.Student B hides a flashcard or object already learnt. Then the student A goes into the classroom. Imagine that the vocabulary is "BIRD". Then the class repeats the word very quietly and when the student A is closer to the BIRD, then the class says it a bit louder. And when A is very close to the BIRD, they repeat it very very loud. Then A knows that the object is very close to him/her and have to find it. It is like the known game HOT and COLD. 

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By Ester Cardona
You give a flashcard to each student (about 10 words). The children with the cards are standing up in front of the rest of the class.The other students say one of the cards' words three times. The child that has the card of the word said, must say the word before the thrid time. If he/she doesn't say the word, the other pupil gets the flashcard and replace the other kid.

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by Tamara Maroco.

Age: in this case the game was done by the 5th graders. However, when the students start learning how to use "I like, I don't like" (for instance), the game could be done as well. And, as they learn more things, they just need to include them.

Objective:
- To review how to describe oneself.
- To get to know each others better.

How to play:
The students write a description about themselves in the computer (name, age, likes/dislikes, country, hobbies...). Then, they look for the images which represents what they have written.

The game consists of matching one description with the correct set of images.

One student reads one description and he/she chooses the images that she/he thinks are the most suitable.
Another option is to give them just the images and produce orally what they see. Then, they would try to guess the classmate behind the pictures.

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This game is like the traditional hangman but students have to guess a sentence not a word.

Objective: The aim of the game is to solve a sentence. The winner is the team with more points.

How to play:
1. Divide the class into different groups depending on the number of students.
2. Teacher makes up a secret sentence and the players try to guess the sentence by asking what letters the words contain.
3. When students guess a letter they get as many points as the letter repeats. For example, if they say “a” and there are 3 “a” in the sentences they get 3 points.
4. However, every wrong letter takes out them 2 points.
5. In addition, when they complete a “word” or “the sentence” they’ve got an extra point.

It’s a fast game. I sometimes use it to introduce the title of a song or a reading.
Cori

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INSTRUCTIONS
by M. ROSA APONTE

1. You have to choose 9 out of 12 keywords.

2. The teacher reads a definition.

For instance : HAMMER is …a hand tool consisting of a solid head set crosswise on a handle and used for pounding.

3. You have to cross(X) the word if you have it.

4. When you complete a line you should say «line » and when you complete all the grid you must say « Full House ».

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by Sílvia Pratsobrerroca

Age: 6th grade

Group: 12-13 students (half group if it’s possible)

Time: 1 hour

Objective:
Improve the imagination of our students and use english vocabulary in real situations.

How to play:

In order to play this game we need to divide the class in groups of 4 students. It is a complex game, so if it’s possible we should play it when we are working with the half group.

We have 9 dice. Each dice have 6 different images such as a key, a part of the body, a house, some toy or an animal among others. Each group has to roll all the dice and write down the images that show the top face.

With these 9 images, each group has to write down a small story, in not more than 15 minutes, using all the vocabulary that they obtained rolling the dice. When they finish they must represent this story in front of all the class. It’s a funny game because sometimes it is very difficult create a story using all the vocabulary that you obtain with the dice and the students must invent strange situations to achieve the final aim.

You can DIY or if you prefer you can buy the dice here:
https://www.storycubes.com/shop

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by Sílvia Pratsobrerroca

Age: 1rst grade

Group: Groups of 4 pupils

Time: 20 minutes

Objective:
Revise the most important vocabulary worked during the class.

How to play:

I use this game at the end of the class, in order to revise the most important vocabulary that we’ve worked during this class.

We divide the class in groups of 4. Each group has a small fishing rod which contains a magnet at the end of it. Each group also has some flaschards with the most important vocabulary worked during the class.

When we start the game, I say one word and the group has to guess which image corresponds to the word I’ve said and fish it. If it is correct they obtain a point, if not they don’t obtain any point. At the end the group with more points it’s the winner.