| Do your English or foreign language learners like to | | | | "Tricky", this seemingly age-old favorite uses five (or |
| play games? If they're at all like my students, of course | | | | any number) in a row horizontally, vertically or |
| they do. Are you looking for a short, fast-paced, | | | | diagonally to determine a "winner". Use grammar in |
| dynamic activity your language learners will love? | | | | context, vocabulary, synonyms, definitions, antonyms, |
| While you're at it, do you want them to practice their | | | | questions - answers, short dialogues or whatever else |
| language skills too? Here are two adaptable games | | | | you want your language learners to practice in |
| that work just great in my EFL classroom. I think they | | | | context. The first student or small group to score five |
| can work well for you too. | | | | in a row is declared the "winner". To continue to |
| "Tricky" | | | | involve even more students or time, continue playing |
| Also known as Tic-Tac-Toe in some countries, you | | | | with a second or third place winner. You can also play |
| can adapt this game in a number of ways to elicit | | | | until everyone has "won". |
| spontaneous practice on the part of your English or | | | | Learners practice their English or foreign language skills, |
| foreign language learners. Divide a table, desk, the | | | | turn-taking and cooperative learning strategies while |
| board, a sheet of paper or even a portion of the floor | | | | having a blast. As a board game, use nine |
| into a nine-square, three by three grid pattern using a | | | | different-colored squares on a table or desktop with |
| marker or masking tape. Ask a question or give a | | | | plastic figures or the learners' personal items (keys, |
| short task to a student or group of students. A correct | | | | key rings, pens, coins, buttons, small objects, etc.) as |
| answer allows them to place a marker (or one of | | | | markers. For a more Total Physical Response (TPR) |
| themselves) into a square. An incorrect answer rolls | | | | approach, mark off the floor with masking tape and |
| the turn to the next student or group. The students or | | | | the students themselves become the "markers". Use |
| groups take successive turns giving answers (or | | | | markers on the white board to write in the learners' or |
| completing short tasks) or responses, trying to get | | | | team names for larger groups. But try one or both of |
| three in a row horizontally, vertically or diagonally. | | | | these simple, quick activities to jazz up a slow-starting |
| Things can heat up quickly with this game activity. | | | | class or as a "wake up" dynamic for longer class |
| BINGO | | | | sessions. Then judge for yourself how your learners |
| B-I-N-G-O, a dynamic alternative or variation of | | | | respond. |