176 English
Language Games
for Children

By: Shelley Ann Vernon
www.teachingenglishgames.com

176 English Language Games for Children
Table of Contents / Detailed Index

A Note on the Font and Printing
This book is written using a font that contains tiny holes so you save ink when printing.
As well as helping the environment this font saves you money. You can only see the
holes when the font is enlarged, as shown below.

Spranq eco sans
You may consult this book in two ways:
1. You may print it out to have a hard copy. If this is your choice I recommend editing
your printer settings to economy or draft. This will save you even more ink, though with
this special font it may prove to be too faint, so do a test first by printing just one page.
2. You may also use it onscreen using the links to jump about easily in the book. You will
find a live link to jump back to the table of contents on each page. Scan the table of
contents or the six steps to pick out games and jump right to the section or game that
you want.
Either way PLEASE do make a back up in case your computer dies on you one day!

A Note on Copyright and Distribution
Please do note that I do earn my living solely from selling copies of my books. I can only
ask you to respect the copyright and avoid copying or emailing my book, or goodness
knows how many copies there might be all over the Internet. Thanks for your
understanding. I appreciate your integrity.
Copyright @ 2009 by Shelley Ann Vernon
www.teachingenglishgames.com
All rights reserved. No part of this book may be used or reproduced in any manner
whatsoever without written permission of the author. Thank you.
ISBN:
978-0-9558645-0-6
Published by:
Shelley Vernon

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176 English Language Games for Children

Table of Contents
A-B

C-D

E-G

H-J

K-M

N-P

Q-R

Table of Contents / Detailed Index

S

T

Introduction and Tips

p. 8

The philosophy behind the games

p. 8

U-Z Technology

Tips on using the games
p. 11
1 Category
p. 11
2 Group size
p. 11
3 Level
p. 11
4 Materials
p. 11
5 Age
p. 12
6 Pace
p. 12
7 Competition
p. 12
8 Mixed abilities
p. 13
9 Logistics
p. 13
(a) Forming teams
(b) Giving each class member a number
10 Team slogans
p. 13
11 Classroom Management and noise
p. 14
(a) Some essential basics to manage a large class
(b) Useful discipline tips
(c) Attention grabbers
(d) Loud individuals
12 Movement
p. 17
13 Group work
p. 17
14 Pair work
p. 18
15 Spoon-fed choral repetition
p. 18
16 Worksheets
p. 18
17 Getting to know the children
p. 18
18 Karaoke
p. 18
19 Performances for motivation
p. 19
20 Teaching one to one
p. 19
21 Short plays for small groups
p. 19
22 Adding value
p. 20
23 Top Tips Summary
p. 20

Quick Start Guide & Detailed Index p. 22
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Step One Listening Games
Step Two Listening Games
Step Three Speaking Games
Step Four Speaking Games
Step Five Reading Games
Step Six Writing and Spelling Games
Games for Specific Grammar and Vocabulary
Games ideal for use with songs
Games for use with teens or adults

Games A-B
Abracadanagram A
Abracadanagram B
Abracadanagram C
Action Race

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176 English Language Games for Children
All Change A & B
Alphabet A & B
Anagrams
Backwards Bull's Eye
Balloon Fortunes
Balls and Tenses
Bang
Bangle Game
Bingo
Blind Painter
Board Bash
Bogeyman
Boggle
Brainstorm
British Bulldog (end of term game)
Bucket Game

Games C-D
Call My Bluff
Call My Bluff Grammar Variant
Chanting Game
Charades
Charades Race
Chinese Whispers
Colour the Card
Colour Wolf
Commands Race
Copycat Commands
Eight Counting and Numbers Games:
Add Up The Dice
Clap And Count
Count The Cards
Guess The Price
How Many
Matchstick Game
Pass The Ball
Telephone Game
Dancing Demons
Decoding
Detective Game
Four Directions Games:
Blindfold Directions
Grandma's Directions
Directions On The Board
Elastic Band Game
Don't Drop The Bomb
Draw
Dress Up and Variant
Dress Up Race
Duck, Duck Goose

Games E-G
Figure It Out
Find The Pairs Memory Game A
Find the pairs memory game B
Find Your Friend
Fizz Buzz
Flashcard Chase

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176 English Language Games for Children
Flip A Card
Forfeits
Gorilla
Go To The Vocab
Grandmother's Footsteps Adaptation
Guess The Action
Guess The Word A & B

Games H-J
Hangman
Hangman Variant
Happy Families
Head to Head
Hidden Picture A
Hidden Picture B
Hide and Seek Prepositions
Higher or Lower
Hot potato
I Spy
Jackpot
Joker
Jump The Line
Jungle Treasure

Games K-M
Keep A Straight Face
Kidnap
Ladders Basic Version
Ladders Question And Answer
Limbo
Make A Sentence Or A Question
Making Up Stories
Matching And Mirroring
Match Up – Writing And Speaking
Miming Games
Musical Vocabulary
Mystery Bag

Games N-P

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p. 87

Name and Chase - End of term game
p. 87
Noughts and Crosses
p. 87
One Lemon
p. 88
One Up Stand Up
p. 88
Oranges
p. 89
Pass The Box
p. 89
Pass The Parcel
p. 90
Pass The Pictures
p. 91
Phonemes - Thoughts on the Phonemic Alphabet p. 91
Phoneme Hangman
p. 92
Phoneme Race
p. 92
Phonemes - Wall Charts
p. 93
Pictionary
p. 93
Picture Flash Cards
p. 94
Piggy In The Middle
p. 94
Piggy In The Middle Guessing Variant
p. 95
Ping Pang Pong
p. 96
Ping Pong
p. 96
Potato Race
p. 97
Preposition Challenge
p. 97

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176 English Language Games for Children
Preposition Mimes
Pronunciation Chart Game
Pronunciation Feather Game
Pronunciation Game
Pronunciation Hands Up
Pronunciation Pictures
Pronunciation Word Stress
Proverb Pairs

Games Q-R
Question & Answer
Question & Answer Lottery Match
Quiz Race
Rapid Grab It - objects
Rapid Reaction - flashcards
Reading Comprehension – a different challenge
Reading Puzzle
Recognising Tenses
Relay Race
Relay Race Advanced Variant
Remember and Write
Rhyming Ping-Pong
Run and Write
Running Dictation

Games S
Scissors Paper Stone Pair Work Formation
Sentence Conversion
Shop-a-Holics
Shopping list memory game + variant
Show Me
Silly Dialogues
Simon Says + Variants
Sit and Be Silent
Snowballs
Spell and Act
Spell and Speak
Spelling Board Game
Spot The Difference
Squeak Piggy Squeak
Stop!
Story Teller
Swampland (British Bulldog Variant)
Swat It!

Games T
Team Race Basic Version
Team Race Question and Answer
Team Race on the Board
The Big Freeze
The Blanket Game
Tongue Twisters
Treasure Hunt
True or False
Truth or Consequence
Twister and Variant

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176 English Language Games for Children

Games U-Z
Up Jenkins
Upside Down Game
Very Large Class Choral Work
Vocabulary Cut Outs
What Am I?
What Time Is It Mr Wolf?
Where Is It?
Which One Has Gone & Variants
Who wants to Be a Millionaire Adaptation
Word Challenge
Word Flash Cards
Word Photographs
Word Stress Chant & Spell
Write It Up
Writing Race
Zambezi River
Zip Zap – Two Games for Vocabulary Revision
Zip Zap – Game Two

Technology & Multi-Media
Thoughts on Technology & Multi-Media
Making a Class Blog
Quiz Websites
Making Picture Clips with Music
Making Movies
Slide Shows
How you can do all the above from your yak tent

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Rhymes
Riddles
Proverbs

p. 144
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p. 147

Other Resources by Shelley

p. 148

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176 English Language Games for Children

Introduction and Tips

The games presented here are ideal for ESL pupils aged 6 to 12 with
many games also useful for ages 4 to 5.
The philosophy behind the games

Table of Contents / Detailed Index

I am delighted that you now own these games and that you will soon be bringing more
success and joy into the lives of the children you teach.
One thing we all know to be true is that we never forget our teachers. We remember all
the ordinary ones, who were either unimaginative or just going through the motions, and
we feel grateful for the few incredible teachers we had who challenged us and made us
think, rather than spoon feeding us so we could regurgitate our answers all over the
exam paper to get a reasonable grade and then forget everything immediately
afterwards!
As a teacher of English as a second language the greatest gift you can give your
students is the skill and confidence to speak the language, actually use it and hold a
conversation. You may have a qualification in a language but if you cannot understand or
speak to the people when you go to the country, what use is it?

Who learns their native language by first sitting with a textbook
reading out paragraphs?
Because of the logistics of getting large numbers of students through exams, written
exams might be two or three hours long while the oral exam is a mere ten minutes. As a
result of this, teaching time is usually divided up in the same way with 90% of the class
time spent reading textbooks and doing writing assignments.
This quite simply does not reflect our pupils' needs. What child learns his or her mother
tongue by first sitting with a textbook reading out paragraphs? Absolutely no one,
obviously! Children already understand and speak their native language before learning
to read and write it. So how do teachers ensure our pupils get a chance to understand
and speak English given they often have big classes? It takes a long time for each
student to repeat a given phrase in turn, plus it's boring for everyone while they wait for
their turn and it is not particularly productive.

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176 English Language Games for Children
With these games you now have the tools to multiply the talking time of your class
exponentially and have your children passing their written exams AND be able to speak
the language. This is because the games are designed to allow everyone plenty of
opportunity to be talking as much as possible, without neglecting spelling, reading and
writing.
This book contains more listening and speaking games than reading and writing activities
because currently the skill of speaking is the most neglected in classes today. The games
are designed to have as many people talking at once – but in a controlled environment in
terms of the language they are practising and in terms of keeping discipline in class.
There are no arts and crafts activities, or elaborate things to cut out and fold in, because
although those things are valid and fun, especially for young children, these language
games are not destined for an art class but emphasise getting results in speaking the
language. When time is short, time-consuming craft activities are not the best use of
lessons.
Purpose and fun: The games are tried and tested and work for many reasons, the first
one being that they make learning fun. When children enjoy the class they identify with
the subject, pay more attention and do better. Playing a game also has a purpose to it,
an outcome, and your pupils will need to say things in order to play the game, rather
than just repeat them back mindlessly, or with no real reason to communicate.
Movement: The physical movement involved in some of the games also helps keep
everyone alert and focused. Children naturally have a lot of energy and are not good at
sitting for long periods so if you throw in a game with movement from time to time you
will prevent them from getting restless and bored.
Repetition: Another reason these games work is that they involve frequent repetition,
and repetition is the mother of skill. Repetition can be boring but in the context of these
games it is disguised or given a purpose. We remember things by making a special
mental effort to retain them, and also by frequent exposure. Repetition is an integral
part of most of the games, thereby guaranteeing maximum exposure to whatever
language you are teaching.
Revision: In addition the games lend themselves perfectly to quick bursts of revision. In
fact you can revise a whole topic in a five-minute game. If you use games to revise two
or three topics every lesson, as well as teach the new language, imagine how well your
pupils will do at exam time.
Create a teacher-student bond: Playing games in class will engage your students and
undoubtedly you will create a closer bond with them. They will respect you more and
grow to love you. Ultimately this is what gives you satisfaction as a teacher, alongside
seeing your students achieve through your guidance.
Games will also create a relaxed atmosphere in class where optimum learning is
favoured and where children will feel that it is OK to try rather than fearing failure. You'll
also find even the shy students will join in and become motivated and over all your class
will find learning English more accessible and more fun.
Learning styles: Games also tap into the different learning styles of your pupils. It is well
researched that using more than one style increases the overall rate of learning. In
addition you are sure to resonate with all the pupils in your class. Be sure to use a great
variety of games and not always the same favourites. The games here cover all learning
styles so if you vary the games you will use the auditory, visual, kinaesthetic and tactile
styles.
Teacher organisation and attitude: To ensure the pace is lively do be well organised in
advance and have the material ready. Use class members to hand materials out in a
speedy fashion, and be ready to drop or simplify a game if it is not working and replace it
with something else.

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176 English Language Games for Children

The games are fun but the teacher does not have to be a clown. Smile and be yourself.
Don't think that games are time-fillers or treats for when the children are good. These
games are far more effective than passive teaching methods so do the children a favour
and use them in every lesson.
Always encourage the children, and make them feel that they are doing well. A child who
gets poor grades all the time or who is always way down the list in class will tend to stay
there as their self-esteem drops lower and lower. Now with these language games you
can really turn them around.
My husband Bernard tells the story of how he always got 0.5 out of 20 for Latin so he
asked his father, author and professor of Latin and Ancient Greek, to do his homework for
him. Result: 0.5 out of 20. His father went in to see the school Latin teacher and found
himself obliged to give her a lesson in Latin. From this point on Bernard got 6 out of 20,
as the teacher did not dare go any lower. So don't be like that Latin teacher! If most of
your pupils are doing poorly then either your assignments are not suitable or your
preparation is inadequate, but either way, you are partially responsible for your students'
grades!
Now you can't do the work for your students – it is in their hands whether or not they
apply themselves and make the mental effort required of them, but you can certainly
motivate and make it easier for them so they have every chance to succeed.
I'll never forget a parent coming to me at the end of two terms and telling me how her
daughter, who had learning difficulties, had gained so much in confidence since coming
to my classes that she had improved across the board in all subjects at school. I had of
course noticed that the child in question did indeed have a problem – you wouldn't know
it by looking at her, but she could not remember anything for more than a few seconds,
while the children around her were retaining the words and phrases. I never let on that I
had noticed, and would frequently ask her questions where the answer had only just
been used by one of the other children. I heaped praise on her when she got it right, and
she felt good coming to my classes. She felt like she was doing really well and gained
confidence in herself, which had a knock-on effect in all her academic development.
The games in this book, when used successfully, will improve your pupils' confidence,
motivation, behaviour, retention language and skills. If you have not used games before
in class you will be surprised to see how motivated the children become, because they
have a reason to pay attention that they can immediately relate to – a game! If they do
not pay attention during the presentation of new language and make a mental effort to
memorise it, they will not be able to play the games well, and they'll let their team and
themselves down. You will find that the use of games during class stimulates and
motivates your children to new levels, even the shy ones will participate and naughty
pupils will settle down.
These games are going to be another string to your bow to allow you to feel the joy of
teaching, and the satisfaction of being successful in your mission, having your class love
you and your head of school, if you have one, appreciate you immensely as a valuable
member of the team. But most of all you are going to know that you have made a great
contribution to the world by spreading love through your encouragement and lively,
inspiring teaching, and you'll treasure the thanks and appreciation that will come your
way.

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176 English Language Games for Children

Tips on using the games
It is possible to teach a whole lesson with games or pepper your class with them in
between textbook or other tasks.
(1) The category
Table of Contents / Detailed Index
Each game has a category. There is the listening category of games, which are for
introducing new vocabulary, new grammar and also for revision. Next is the speaking
category, and these games allow various degrees of speaking, from a limited drill to freer
speaking games. Occasionally the speaking opportunity is just saying a rhyme as part of
a game. Most games lend themselves to practising any vocabulary or grammar. The
listening and speaking categories make up the bulk of the games on the basis that this is
what is missing most in classes today. Some reading, writing, spelling and pronunciation
games are also included, and they usually combine one or more of the other skills.
(2) Group size
All the games in this book are suitable for small groups and small classes of up to 20
children. However many games have variants for use with large classes. There are even
games that you can play with a lecture hall full of 80 students on benches. Equally if you
are tutoring any private pupils many games can be adapted for that use. Tips are given
lower down this section for large classes and for one to one teaching for ideas. The
detailed index indicates the ideal class size for each game. This is the IDEAL size and will
not correspond necessarily to reality – many teachers already use these games with
great success with far more pupils that specified in the ideal group size – so try them out
and look for the variants to suit different class sizes.
Each game has a recommended number of players because there is nothing worse than
becoming bored sitting around waiting for a turn if there are too many players, and each
turn takes too long. However the games are very flexible, and once you become familiar
with them you will have more and more ideas about how to adapt them to the needs of
your class.
(3) Level
Table of Contents / Detailed Index
The level indicated for each game is often flexible as it ranges over several levels
because the games can be adapted in so many ways. For a beginner level introduce
fewer words and use simpler structures. The quantity or complexity of the language
dictates the level and the teacher is in control of that, while the rules of the game remain
the same.
It should be noted that there is no link between the level and the recommended age.
Advanced games are not for older children only; they can be played with younger
children who are at that level. Equally adults can play some of the beginner games and
enjoy and learn from them. Most of the games provided are for the beginner to
intermediate levels, and this is quite simply because in most schools where children are
being taught English as a second language, these are the most relevant levels. However
a teacher may use basic games to practise advanced grammar.
(4) Materials
Picture flashcards are essential for most of the games. Either buy some ready made,
make your own or have your class draw pictures for you on card and laminate them so
that they last.
It is a good idea to use miniature items or real items when you can with the younger
children. You might want to occasionally ask the class to bring things in, and you can also
build up quite a collection of props from garage sales, charity shops and markets. For
example enhance a lesson on the present continuous by using old clothing and playing
the dressing up games from this book. (What are you wearing? I am wearing a hat.)
Many of the games require no materials or have a variant using no materials (aside from
the class board), and these can be especially useful if you have a few minutes spare at
the end of your planned lesson or if you are waiting for people to arrive who are late.

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176 English Language Games for Children

(5) Age
Table of Contents / Detailed Index
All games are suitable for children aged 6-12 and many for children aged 4-5. Some
games can also be used with adults. The detailed index groups the games by age group
as well as by skill. The games themselves are simple as far as learning the rules, and the
level is varied depending on the amount of vocabulary and the complexity of grammar
that you use in the game. In addition, many games have variants for older or younger
children. The trick is to have an alternative on standby, be ready to simplify the language
if a game is not working well.
Specialist resources by the author are available for children aged 3-5 and for teens and
adults on the web www.teachingenglishgames.com.
(6) Pace
There are three types of game regarding pace: excitable, wake up and calm. You can use
these categories strategically to control the energy level in your group. For example if
your language class comes right after a lesson with a deathly dull teacher who sends all
the children into total lethargy, then start with a lively game to wake every one up. If
your class is immediately after the recreation period you might start with a calming
game. It is possible to teach exclusively with games, however the likelihood is that you
will have course books to work through. In this case you adapt the games to the
language in the chapter you are studying, and intersperse the session with games to
introduce and practise the new vocabulary and grammar and when you want to inject
some energy into the class.
For example you may be in the habit of opening up the textbook the minute you walk
into the class and having pupils take turns in reading it out. Instead use listening games
to first introduce all the vocabulary and language structures in the text, reinforce it with
further listening or speaking games, and then have the book opened. Students will now
be able to whiz through the chapter because everyone will understand it, and the
reading will serve to reinforce the newly acquired vocabulary and language. Even if you
adhere to the most traditional methods, and they do work, you can still use games here
and there during the class to keep the pupils focused and alert.
(7) Competition
Table of Contents / Detailed Index
In any group-learning environment one always has children of different natural ability
and one of the teacher's greatest challenges is to stretch the brighter children, while
nurturing the less gifted ones. Using games allows for this beautifully, as long as the
teacher creates a balance between competition and team spirit. Team spirit can be
created by allowing students to help each other, and not just within a team, but within
the whole class. More academic children can stretch themselves by helping the slower
ones. An element of competition with children over six definitely gives an edge to the
games and the children are generally more motivated to make an effort to remember
words. Having competing teams rather than competing individuals spreads out the
winning and losing. That said individual students within a team are accountable and
have a responsibility towards their team.
A teacher may freely rig the play (subtly, so the children do not notice), in order to keep
scores as close together as possible and avoid having one team or group trailing way
behind the others. Also there is no need to make a big deal about who wins, after all it is
the learning that is important and not who wins the game, unless you want to specifically
praise a certain student because they need extra encouragement. In particular, with
younger players below age 7, let the game go on until all the teams or people have
completed. Also, while some competition livens things up a bit, one doesn't want to
make every game a point scoring exercise, but just an opportunity for some enjoyable
learning. In order to ensure a variety of winners and a bonding of the whole class mix up
your groups, sometimes putting all the bright kids together, and sometimes allocating
the best children to be team leaders.
Avoid competition with children younger than six. You can still play against the clock
and have races with youngsters, you just don't emphasise the winner over the others;

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176 English Language Games for Children
everybody wins. Make sure young children always succeed at the task in the given time
frame - by stretching the time frame, or by starting from the beginning again. Young
children can burst into tears from the pain of failure at what seems a trifle to adults, so
set the game up for everyone to complete successfully.
(8) Mixed abilities
Games allow you to make the most of your brightest children. For example, one thing
that works well is to let the most talented children work together initially, and once they
have learned the material, send them out as group leaders to the rest of the class, to
lead a series of games, or use them as referees or runners in the games for quality
control. (This will be mentioned in the instructions for certain games). Of course you have
to let them play too sometimes!
(9) Logistics
Table of Contents / Detailed Index
If you are in a cramped classroom you might once in a while see if you can go out into
the playground or gym, perhaps for an end of term lesson, which would allow you to play
games that do not work in your particular class. However if you can never do this then
fear not, there are enough options and adaptations to allow you to play most of the
games provided. A few of the games imply running, and if you have the space and feel
you can control your class well enough, then you can allow this, but it is up to you. You
may prefer to allow fast walking only. Naturally you have to watch out for obstacles in a
class situation where people are coming up to the board, or moving around the class.
You might want to have all school bags placed in a corner out of the way. One thing you
can be sure of, the more you use the games the more uses and adaptations you will
think of.
(a) Forming teams
To quickly create teams of 12 count in unison with the class from 1-12, pointing at a
different student each time. Those students are all in team A. Your pupils should make a
note of their team letter as a precaution. Then count the next batch of pupils who
become the Bs, again counting up with the class. Keep those teams for the whole
lesson. If you notice one team always wins swap over some of the talented pupils or in
the next class count differently so your pupils are always in different teams. You can
count across the rows, vertically and by dividing the class up into imaginary squares.
When you pupils are expert at counting from 1-12 you can make up your teams by
counting from 13 upwards. The size of your teams will depend on how many you have in
your class and how many teams you want. Fewer teams can be easier to manage.
(b) Giving each member of the class a number
You may sometimes want to give each pupil a number so that all the number ones can
do one thing, all the number twos do another and so on. You want to do this quickly but
in a way that the students will remember the number they are given. First instruct your
pupils to write down their number as soon as they are given it so they do not forget, as
many of them will. Then count round the class and have the whole class count with you
and point at the pupil who is that number as they count. When they come to themselves
they place their hand on their chest as they say their own number and then write it
down.
In this way you quickly organise your class for a game while everyone practises counting
together, but counting with a purpose, not just meaningless repetition. Use this method
to practise different numbers. Let's say you want 5 teams of 10 pupils and the class
know 1 to 10 backwards. Count from 113 to 122 five times instead of the usual 1 to 10.
(10) Team slogans
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Divide the class into groups and let each group identify itself with a special name such as
an animal. Even better is to give each group a chant or slogan that they perform
standing up with actions or clapping. The groups can be asked to say their slogan w