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Students form teams and compete in a word chain game. Each student must say a word that begins with the last letter of the previous word. Set specific categories (e.g., jobs, places, emotions) to target vocabulary. Teams earn points for valid words and lose points for repetitions or incorrect words. Time limit: 15-20 minutes.

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Create cards with target words and 'taboo' words that cannot be used to describe them. Students work in pairs or small groups, taking turns to describe the target word without using the taboo words. Others must guess the word. Great for vocabulary development and circumlocution skills. Duration: 25-30 minutes.

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Using story cubes (physical or digital), students roll the dice and create a story using the images shown. Can be done individually or as a group activity where each student adds to the story based on their cube. Excellent for practicing narrative tenses and creative expression. Time: 20-25 minutes.

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Create a list of vocabulary words with their definitions. Give students a budget of play money. Present words one by one, and students bid on them. After the auction, give them a writing task using their purchased words. The team/individual using the most words correctly wins. Duration: 40-45 minutes.

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Post short texts around the classroom/corridor. Students work in pairs - one is the 'runner' who reads and memorizes the text, the other is the 'writer' who writes down what their partner dictates. Excellent for practicing reading, speaking, listening, and writing skills. Time: 30 minutes.

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Create a quiz show format with grammar questions of varying difficulty. Students form teams and compete to answer questions correctly. Include different rounds (multiple choice, error correction, sentence completion). Use buzzers or raised hands for answering. Time: 45 minutes.

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Students role-play a crime investigation. Two students are 'suspects' who must create an alibi together, then are separated and questioned by their classmates (detectives) who try to find inconsistencies in their stories. Excellent for practicing past tenses and question formation. Duration: 35-40 minutes.

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Divide class into teams. One student from each team draws a word while their teammates guess. Add complexity by requiring the guessing team to use the word in a grammatically correct sentence for points. Can include idioms and phrasal verbs for advanced levels. Time: 25-30 minutes.

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One student sits with their back to the board. Write a word/phrase on the board. Other students describe it without using the word itself or its derivatives. The student in the hot seat must guess the word. Great for descriptive language and circumlocution. Time: 20-25 minutes.

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Students form two lines. Present a controversial topic. The first student in each line must quickly provide one argument for/against. Students must not repeat previous arguments. If they can't think of an argument within 10 seconds, they sit down. The last line standing wins. Excellent for quick thinking and speaking skills. Duration: 30-35 minutes.

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Present students with complex sentences that need to be 'operated on'. They must diagnose grammar issues, improve vocabulary, or make the sentence more concise/elegant. Students work in 'medical teams' and present their corrections to the class, explaining their changes. Time: 25-30 minutes.

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Students create and perform a radio show segment. Include weather reports, news, interviews, and call-in sections. Each role requires different language skills and registers. Students record their show for later analysis of language use. Great for pronunciation and public speaking practice. Duration: 45-50 minutes.

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It has been a fantastic approach to challenge students, and at te same time to create a sense of completion among all. It pays off in the end due that it is a sort a game that students live to be taken out of a traditional and sometimes boring practices, along with it students make a huge effort to pronounce words correctly.

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The dynamics of Simon's say is a dynamic that helps to understand and increase vocabulary in a positive way in students and makes the classroom environment very fun and dynamic.

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Materials:

A Snake and Ladders game board (you can either use a pre-made board or draw one on the board).

Dice.

Question cards (for different levels of difficulty).

A game token for each player.

Setup:

1. Divide the class into small groups or pairs (depending on class size and time available).

2. Give each group a game token and a dice.

3. Prepare question cards based on the language focus for the lesson. For example:

Vocabulary Questions: “What’s the opposite of ‘happy’?” or “Name three fruits.”

Grammar Questions: “What is the past tense of ‘go’?” or “Create a sentence with the word ‘cat’.”

Sentence Structure: “Make a question using ‘can’.” or “Form a negative sentence using ‘have’.”

4. Place the game board on the desk or use a projected image on the screen.

Rules and Gameplay:

1. Roll the Dice: Players take turns rolling the dice.

2. Answer the Question: Before moving their piece, the player must answer a question or complete a task from a prepared question card. The difficulty of the question can vary depending on the class level.

If the answer is correct, they can move the number of spaces they rolled on the dice.

If the answer is incorrect, they must stay on their current square.

3. Ladders: When a player lands on a square with a ladder, they move up to the higher square (as in the traditional game).

Example: “What is the capital of England?” → “London!” (climb the ladder).

4. Snakes: When a player lands on a square with a snake, they move back down to the lower square (as in the traditional game).

Example: “Name 2 animals that live in the ocean” → if they can’t answer, they move down the snake.

5. Winning the Game: The first player to reach the final square (usually square 100) is the winner!

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I use Dojo in my huge class to motivate my students to follow rules or to participate more. At the end I give the link to enjoy with games