Games with Words
Title Rules
Goal(s)
Provide each team with a board divided into six squares;
* To practice   memory by recalling English words made up with a different number of letters.
Letter Lotto
In each square insert the  numbers: 2; 3; 4; 5; 6 and 7, respectively;
Put inside a bag a good  amount of cards containing the letters of the alphabet ( repeated a few times   each);
Each team, at turns, throw a  common dice: one dot represents seven; the other dots maintain their value;
e.g: The dice shows five; the  students draw an A: = Alert, for the square marked with a  five.
  The dots provided by the dice  indicate the square to be filled;
After knowing the square to  be filled, students take out a letter from the bag;
They need to fill the square  with a word which begins with the letter they got:
* To practice   visual memory by manipulating English words made up of a defined number of   letters and starting by a given letter.
Put inside a bag a good   amount of cards containing numbers ranging from two to seven;
Numbers & Letters
  Put inside a bag a good   amount of cards containing the letters of the alphabet ( repeated a few times  each);
Each group is entitled to  draw one number and one letter, at random,
  Set a period of time for the   game (e.g. 5m);
During that time students   must recall as many words as possible, which begin with the given letter and   have the number of letters defined by the number they drew from the bag;
  The group with more words   wins.
Vowels & Consonants * To practice   words building by manipulating English words made up of a defined number of   vowels and consonants.   Put inside a bag a good  amount of cards containing vowels;
  Put inside a bag a good   amount of cards containing consonants;
Set the class into groups/   teams;
Each group is entitled to   draw three vowels and five consonants, at random;
If a letter comes out of the   bag repeated it may be changed (or not);
  Set a period of time for the   game (e.g. 5m);
During that time students must   combine the letters in such a way that they produce as many different English   words as possible with the same material.
The group with more words wins.
* To recall   defined vocabulary areas by applying words with different lengths, within a   pre-set support.
Empty Crosswords
Build up a grid support with   the shape of crosswords but empty of any content;
Students must be able to fill   in words into the grid in such a way that different words cross each other   making use of a common letter;
  Give one point to each   isolated letter and two points to each letter used by two words;
The game must be played in   team competition, using the same grid format.
  Provide the students with an  alphabet;
* To learn the   alphabet in English by playing with its forms/ sounds.
Letter Quiz
Give them a list of   incomplete words in which they must use each letter once to complete them.
Depending on the topic area   being studied, provide the students with sequences of words in which one is   not from the same area, so that they detect it.
Odd Man Out
* To summarise   a specific vocabulary area by association with words outside its context.
The game is played just like  the traditional pictionary but the students use the cards to choose a word   from a given category to be drawn on the board, so that the rest of the class   can guess the word by the drawing.
Classroom Pictionary
* To practice   oral pronunciation of words by guessing what is being represented.
Define a period of time to  use the board for the drawing and another for the guessing.
The one who guesses will be the following player.
a) Prepare a   support grid including a series of pre-set areas of knowledge (e.g. brands;   furniture; etc);
* To reinforce   vocabulary areas by searching for words within different areas of knowledge.
Stop
b) A student   begins saying the alphabet in silence and another one stops the counting of   letters;
c) The game   will use the letter on which the counting stopped to fill in the grid with   words taken out of the different areas but began by the same letter.
Eg  Austin; Armchair; etc
Hangman To practice vocabulary in any   area;
The teacher provides the   picture of the hangman;
To develop the perception of   letter-ordering in word formation.
A student goes to the board   and thinks about an English word but does not pronounce it to the class;
The students shows the number   of letters needed to write the word he wants by means of drawing lines on the   board on the same number of the letters;
� Each student at a time asks   for a different letter;
In case the letter appears in   the word it is put into the correct place; if there is no such letter, a line   of the hangman picture is drawn on the board;
The students who finishes the   picture of the hangman because the letter asked was not in the words in use,   finishes the game.
Mimics
* To recall   the structure of the present continuous tense;
Each student at a time goes   to the top of the classroom, in front of the class to represent an actions   previously defined;
The class must guess the   action being performed by using the present continuous form:
e.g He/ she is playing football.
Odd Sounds
* To recall   verb tenses construction (structures).
Students combine a sound   which will replace all verbs;
  Divide the class into groups;
  In turns, different students   say a sentence out loud but replacing the verb tense by the agreed sound;
Eg. Last night, Mary yop   yop on the couch when the phone   yop. (was sleeping/ rang)
Each verb corresponds to one   sound, so, a compound verb form must have two sounds = auxiliary and main   verb!
The class will have to find   the verb in use and the correct verb tense:
Dunce
* To practise  word formation;
Teacher puts the first letter   of the alphabet on the board;
* Alternatively to practise English word order .
At times, different students   will provide a letter to add , forwards or backwards to make a word but   without finishing it!
Before giving the letter, the   student must have an existing word in mind;
The goal is to make the next   player(s) finish the word;
In case a player thinks that   the last letter was given at random and no word was in mind, explanation may   be demanded:
+ If the last   player proves that there was a word in mind, the player in turn is the Dunce, automatically;
Eg.����������Carr-iage ( the Dunce   gave the first r )
+ If the last   player threw a letter at random and had no word in mind, then, he/she is the Dunce, automatically;
The game ends when a player   finishes a word, even if he/she was thinking about a longer one;
  No two-letter words or names   of people are accepted.
Word Categories To learn identify word   grammatical category.
Teacher provides a list of   words under different categories:
To practise dictionary use.
Article/ Noun/ Pronoun/ verb/ preposition/ adjective/ adverb
  (Some of) the words given are   misplaced;
Students have to ?repair? the   mistakes by putting the words in the correct category, using a dictionary to   help.
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