Games are worth class time when learners retrieve and use the words (say, spell, define, use in a sentence), not just look at them. Each game lists what it practises.
| Game | Practises | Levels | Group | Time | How |
|---|---|---|---|---|---|
| Bingo | Recognition of meaning, listening | A1-B2 | Whole class | 10 | Caller gives definitions, pictures, translations or example sentences with a gap; learners cross out the word; first full line says "Bingo" and must say the words back |
| Word search | Spelling recognition | A1-A2 | Individual | 10 | Use as a fast-finisher or homework; follow with "write a sentence with three words you found" |
| Back to the board | Definitions, paraphrase | A2-C1 | Teams | 10 | One learner faces away from the board; team defines the word on the board; no gestures at higher levels |
| Taboo | Paraphrase, related words | B1-C1 | Teams | 15 | Describe the word without saying it or the taboo words listed on the card |
| Pictionary / charades | Meaning, recall | A1-B1 | Teams | 10 | Draw or mime; team guesses and must spell it |
| Hot seat with collocations | Collocation | B1-C1 | Teams | 10 | Team gives collocations ("make ___"); learner in the hot seat guesses the verb |
| Word association chain | Lexical networks | A2-C1 | Groups | 5 | Each learner adds a related word; challenge if the link is unclear |
| Odd one out | Lexical sets, meaning, sounds | A1-C1 | Pairs | 5 | Sets of four; any answer with a reason is accepted |
| Pelmanism (memory) | Word-definition, word-picture, collocations | A1-B2 | Groups | 10 | Cards face down; turn two; keep matching pairs; say a sentence to keep them |
| Hangman with a sentence | Spelling, context | A1-B1 | Whole class | 5 | Guess a word, then use it in a sentence from the lesson |
| Word-formation race | Prefixes and suffixes | B1-C1 | Teams | 10 | Stem called out (employ); teams write all forms (employer, employee, unemployed, employment) |
| Stop / categories | Recall by category and letter | A1-B2 | Groups | 7 | Letter called; one word per category (food, jobs, verbs); first to finish says "Stop" |
| Running dictation of definitions | Reading, spelling, speaking | A2-B2 | Pairs | 15 | Definitions on the wall; runner reads and dictates; writer writes the definition and guesses the word |
| Mingle with word cards | Explaining meaning | A2-C1 | Mingle | 10 | Each learner has a word; explain it to a partner, swap cards, find a new partner |
| Dominoes | Collocation, word-definition | A2-C1 | Groups | 10 | Domino tiles with a word on one end and a definition (of another word) on the other |
| Sentence auction | Accurate use | B1-C1 | Teams | 15 | Sentences using new words, some incorrect; teams bid on correct sentences |
| Just a minute | Fluency with topic words | B1-C2 | Groups | 10 | Speak for a minute on a topic using three given words |
| Spelling bee (team) | Spelling, pronunciation | A1-B1 | Teams | 10 | Teacher says the word and a sentence; team spells it letter by letter |
| Crossword (info gap) | Definitions | A2-C1 | Pairs | 15 | A has across answers, B has down; define words to complete the grid |
| Quizlet / Kahoot style quiz | Recognition, speed | A1-C1 | Individual / teams | 10 | Digital quiz with definitions and gapped sentences; review errors afterwards |
Making games learning-rich
- Require production: say the word, spell it, use it in a sentence, give a collocation.
- Mix recognition (bingo, word search) with recall (back to the board, taboo) - recall is stronger practice.
- Recycle: play with last week's and last month's words, not only today's.
- Keep scores at team level; reward correct use, not only speed.
- End with a quick written check: "Write five words from the game and a sentence for two of them."
How many encounters
Learners typically need many meetings with a word (often cited as 8-12 or more) in different contexts before they use it confidently. Plan recycling across lessons:
| When | Activity |
|---|---|
| Same lesson | Game at the end (recognition) |
| Next lesson | Warmer (recall: back to the board) |
| One week later | Use in speaking or writing task |
| One month later | Review quiz, bingo with definitions |
Choosing words
- 8-12 new items per lesson at lower levels; more at higher levels if many are receptive only.
- Group by topic, collocation or word family, not by alphabet.
- Avoid putting confusable words (left/right, borrow/lend) in the same first-encounter game; separate them until one is secure.
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