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英语学习游戏(English Learning Games)         ★★★ 【字体:
 

英语学习游戏(English Learning Games)

作者:soosun    文章来源:本站原创    点击数:    更新时间:2006-6-23     


he teacher describes the food item. When a student has an answer, she/he slaps the card and says the word aloud. If the student is correct, he/she gets a team point. If the student is wrong, he/she is out of the game. Alternatively, in each group each student plays independently. If the student slaps the correct picture, he/she keeps 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 guesses 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 teacher will draw one stroke for the hangman. If they can guess the word before 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 not 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) 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 toward the shark, who, five or six wrong guesses later, will eat him. Graphically, (图形上)I find Word Shark more interesting than Hangman.

 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 another letter on the left or right, over or under the given letter. The student who 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 vocabulary (i.e. jobs) is placed on each chair

Procedure: Play music and have the students march in a circle. When the music stops, the students all go for the chairs. There is a chair for each student 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 remain seated. If not, that student becomes IT. This is continued 3 times and then the music is played again. The students like this game and it reviews vocabulary 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 help you to know the kinds of words your students know, which helps communication 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 next student to say a sentence that begins with the last word of the last sentence.

 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 everyone 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 write 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 definition. The dictionary holder gets one point anyway.  The dictionary is then passed on.

12. Fast Words

Aim: review vocabulary

Procedure: The class is arranged into rows. The first person in each row is given 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 write 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 calls 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. The 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 up simple sentences and higher level students more complex ones.

Procedure: The purpose of this game is to give students the chance to practice 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 likes wiggling(蠕动的) worms. The game should move fast, so you should be prepared with a list of names to fire at your students. You should go through the list ahead of time to make sure that you can think of matching adjective-noun combinations within the vocabulary range of your students. It is sometimes helpful to have a large list of alphabetized adjectives copied

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文章录入:soosun    责任编辑:51education 

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