Resource Paper 21.

2:
Language games for developing language skills and guidelines for using them

Some popular language games for developing language skills and guidelines
for using them in the classroom are discussed below.

1. Bingo game: Bingo games are known to be one of the best language games for
use in language classes. The simplicity of bingo has made it much more famous
than any other game. There are millions of bingo lovers present in the world who
love to play bingo games.
Players: Pairs, groups, whole class and even individually.
Materials: Taught letters written on the blackboard/ cards/poster
papers

Procedure (The following bingo is suitable for lower primary students):

a. Write 5-6 letters on the blackboard/show letters on cards or poster papers that
you have already taught or would like to review.
b. Tell the students to choose any three of them and write them down in their
exercise books.
c. Tell them that you will say letters, and if they have written down any one of
the letters that you have said, to cross it out. Tell them that as soon as they have
crossed out all three of their letters, they should tell you by shouting 'bingo.
d. Now, read out the letters one by one in any order. Keep a record of what you
say to be able to check that the students have really heard all of their letters.
e. Declare that the student(s) who could cross out first as per instructions win(s)
the game.
(Note: Example of EfT lesson to practice the game: Class-2, Unit-2, Lesson-1)
Variations: The Bingo game can be played with numbers, words and
sentences also.
2. Preposition game: Preposition games are educational activities that help
children and language learners understand and use prepositions effectively.
Prepositions are words that show the relationship between a noun and another
word in a sentence. Some common Vocabulary (NOUNS) used in primary
English books are: table, pen, book, bag, window, floor, apple, wall, ball, bed,
box, calendar, chair, cup, doll, door, fan, glass, picture, pillow, shelf, shoe,
corner.
PREPOSITIONS: in, near, under, in front of, on, above, into, with. (before
starting the game, write the necessary prepositions on the board and discuss them
in brief)
a) Players: Pairs, groups, whole class.
b) Materials: Realia/Picture of a box or chair or table or desk and a thing, for
example: a pen
c) Language item: Where is the ……? Is it near/ in, under, over, in front of, on,
behind etc?
 Procedure:
a. Show the class a pen
b. Ask the class to close their eyes.
c. Then, put the pen behind the box.
d. Now, ask them to open their eyes.
e. Ask the class ―Where is the pen?
f. To find out, tell the students to use the language; for example, is it in the box?
g. Say no as it is not.
h. Encourage students to ask different questions using the prepositions written on
the board.
i. In this way, the game continues with no more than 10 action verbs.

3. Can you remember?

The teacher puts pictures or objects in a box. A child is chosen to pick one out
and say, “I have a ....... “A second child is chosen to say “X has a .......... or
S/he has a ........ and I have .........”
[(Note: Example of EfT lesson to practice the game: Class-2, Unit-4, Lesson-1
(Activity-A), Class-4, Unit-6, Lesson-1 (for assessment)]

4. Mime game
Players: Pairs, groups, whole class.
Materials: Short text
Language item: He/she is…………………..
Procedure:
a. Ask a volunteer to come in front of the class.
b. Show him/her an action verb, for example, singing/cooking
c. Tell the other students to watch what he/she does without saying anything and
tell them to describe it in full sentences, for example, He/she is singing.
d. Ask the volunteer to mime and others to write/say the sentence.
e. The person who is able to say correctly, ask him/her to come and mime.
f. In this way, continue the game with some boys/girls.
(Note: Example of EFT lesson to practice the game: Class-4, Unit-17, Lesson-3-
4)
5. Guessing game:
Players: Pairs, groups, whole classes and even individually online.
Language item: Is it an odd/even number? Is it bigger/smaller than….?
Materials: Taught numbers written on the blackboard/cards/poster
papers
Procedure:
a. Ask a child to come in front of the class and to think of a number and to
write it secretly.
 b. The other(s) ask Yes/No questions. For example- “Is it an odd number?” “Is
it an even number?” “Is it bigger than 50?” “Is it smaller than 50?” to
guess the number.
c. The child who has thought the number reply by saying only yes or no
d. In this way questions and answers will continue until the number is guessed
correctly.
e. When they are able to guess correctly, show the written number.
f. Then ask another or the students who guessed correctly to come in front and
to guess another number.
Variation: This game can be played with the name of person/things,
animals, sports, vocabulary, etc.
[Note: Example of EfT lesson to practise the game: Class-3, Unit-1, Lesson-6
(practice), Class-3, Unit-4, Lesson-6 (warm-up)]

6. Information gap: A gap in information between two or more people which means
they have to communicate with each other and asks questions to fill up the gap and
to find out all the required information. For example- Student ‘A’ is given a part of
the information and student ‘B’ is given the other part. They must not show each
other their sheets, but must ask each other questions to find out the missing
information to complete their sheet. e.g.
Student A: How many kites do you have? Student B: I have got 5.
A B
Cat 7 Cat

Kite Kite 5

Mango 4 Mango

Egg Egg 8

Bat 9 Bat

Apple Apple 6

[Can be used in most of the sessions]

Pencil 2 Pencil

7. Kim’s game:
Umbrella Umbrella 3
It is one kind of recalling game. It can be played in pairs/groups/whole class.
Players: Pairs, groups, whole class.
Materials: Taught vocabulary on the blackboard/ cards/poster papers
Language item: Which one is covered? Which one is rubbed out?
Procedure:
a. Write taught words in a random order on the board or show words
randomly written on poster papers/cards.
b. Ask the students to see the words carefully.
 c. Then, ask them to close their eyes.
d. Now, cover or rub out one word.
e. After that ask the students to open their eyes and say which word has
been covered/rubbed out.
f. Declare that student winner who said it first.
Variation: This game can be played for practising the alphabet, numbers, words,
days, verb, tense, etc.
[Note: Example of EFT lesson to practice the game: Class-1, Unit-3, Lesson-3]

8. Join the Dots

It's a game where you connect numbered dots in the correct order to reveal a
hidden picture.
Preparation: copies of pages one for each.
Steps
1. Provide a piece of dotted paper for each student.
2. Tell them to look for the dot labelled "1" or with a special symbol. This
will be the starting point.
3. Start from "1," and carefully draw a line to the dot labelled "2." Continue
connecting the dots in numerical order.
4. As they connect the dots, a hidden picture will gradually appear.
5. Once they have connected all the dots, they will get a complete picture!
6. (Note: Students can practice it in pairs; one will give instructions to the
other by rotation)
Note: Example of EFT lesson to practice the game: Class-1, Unit-2,
Lesson-15]

9. Complete the picture:

a) The teacher draws part of a picture on the board. The children copy it. The
teacher tells the children how to finish the picture. For example, ‘Put a cat
near the tree.”
b) The children work in pairs, one giving instructions to the other, by rotation to
complete the picture.
[Note: Example of EFT lesson to practice the game: Class-3, Unit-2, Lesson-
4 or in any lesson as warm-up activity]

10. Spotting mistakes:

Players: Pairs, groups, whole class.
Materials: Short text
Language item: Vocabulary of the text
Procedure:
a. Ask the students to open the text which you will read.
b. Read the text and ask the students to listen to as well as go through the text
silently.
 c. Ask the students to shout the missed word while you read.
d. Now, read the text, which is missing some words intentionally.
e. Declare the winner who shouts correctly and very loudly.
Variation: This game can be played for practising the alphabet, numbers,
names of the days of a week, months of a year, etc.
[Note: Example of EFT lesson to practice the game: Class-3, Unit-2, Lesson-
3 for assessment]

11. Memory game:

The game begins with a player saying a word using any sentence pattern. For
example: One student say: ‘I am buying a pencil.’ The next student repeats the
phrase and adds an additional item like ‘I am buying a pencil & a pen.’ The
game continues, with each player saying the phrase, all the previously mentioned
items, and adding a new one. Players are eliminated if they make a mistake. The
student(s) able to repeat the most items will be the winner. You may use any
phrase you wish to start the game using any sentence pattern. For example,
a) I’ve a cow…… (students have to add animals only)
b) I went to market and bought a torch….. (students have to add any shopping
items)
c) I like playing football……. (students have to add sports)
d) I’ve got an apple, a bat …… (students have to add each letter of the alphabet
to start each word), etc.
[Note: Example of EFT lesson to practice the game: Class-3, Unit-5, Lesson-4 for
practice]

12. Word-netting: It is a good way to build up vocabulary. By using word networks

students can increase their vocabulary in an interesting way.
Players: Pairs, groups, whole class.
Materials: Poster paper, whiteboard.
Language item: Vocabulary of the text
Procedure:
• Jot down any words or phrases that come to mind when you think about the
central topic.
• Circle the central word and make a diagram or net the words associated with
the keywords. An example of word-netting is given below:

tail

Cow
hooves leg
 milk

[ Can be used in most of the topics]

13. Crossword puzzles: Crossword puzzles are word games where clues prompt
players to solve for words in horizontal and vertical boxes within a grid.
Simple crossword puzzles are easy to construct. Teachers can give the clues
either in simple phrases or sentences or by using pictures.
Players: Individual, pairs, groups.
Materials: Puzzle sheet
Language item: Recalling/reviewing words
Procedure:
a. Give the following puzzle sheet to each student.
b. Ask the students to write letters and make words that represent the picture.
c. Ask to get help from the partners.

For example:

B
O
O
K
Variation: Crossword puzzles may be easy or difficult depending on the level
of the students.
[Note: Example of EFT lesson to practice the game: Class-3, Unit-7, Lesson-
2 (practice)]

14. Storytelling: Storytelling language games are interactive activities that use the
art of storytelling to enhance language learning. These games are not only fun but
also effective in improving vocabulary, grammar, fluency, and creativity.
Players: Pairs, groups or whole class.
Materials: Picture, object, or word to inspire the story
Procedure:
• Select a broad topic like animals, fantasy, or adventure.
• Provide a sentence to start the story, e.g., "Once upon a time, in a land of
swirling clouds..."
• Use a picture, object, or word to inspire the story.
• At first the teacher begins by saying the starting sentence or contributing the
first few sentences.
 • Each student adds a sentence or two to continue the story, building upon the
previous contributions.
Note: Take turns adding sentences to a collaborative story, encouraging creativity
and language fluency.
[Note: Example of EFT lesson to practice the game: Class-2, Unit-10, Lesson-2]

15. Tongue Twisters: Practice pronunciation and fluency by repeating challenging

tongue twisters, which is a very effective way.
Players: Individual, pairs or groups
Materials: Blackboard, whiteboard, or piece of paper where challenging tongue
twisters were written.
Procedure:
• Explain tongue twisters and their purpose (improving pronunciation,
articulation, and fluency).
• Begin with easy tongue twisters to build confidence
• Engage students to practise a tongue twister individually, gradually increasing
speed.
• In pairs, students take turns saying a tongue twister
• In pairs, partners whisper a tongue twister to each other.
• After completing practice, students will come in front of the class and try to
utter or speak out the tongue twister accurately.
• The student who will be able to utter his tongue twister accurately for more
time will be selected as the winner.
• NOTE: Some examples of tongue twister: She sells seashells by the seashore,
and Peter Piper picked a peck of pickled peppers. How much wood would a
woodchuck chuck if a woodchuck could chuck wood?

16. Word Categories: Play a fast-paced game where players quickly name items
within a specific category (e.g., animals, fruits, countries). It boosts vocabulary and
quick thinking.
Players: pairs or groups
Materials: blackboard, whiteboard, or poster paper
Procedure:
• Select different categories for playing the game (e.g., flower, fruit, country or
others.)
• Divide the students into groups.
• Limit the time.
• Tell every group to write as many words as they can on the selected category
within the fixed time.
• The group that writes more words will be the winner.
[Note: Example of EfT lesson to practice the game: Class-2, Unit-9, Lesson-1 ]