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VOCABULARY
THROUGH GAMES
Why games?
In teaching vocabulary, games represent short activities that are vital for an English
classroom. They can be used:
• as a quick warm-up for the beginning to get our students into the right mood for
learning
• to review or reinforce material (vocabulary, grammar, etc.)
• as a light filler to provide relief after a period of intense effort and concentration
• as a brief orientation activity to change the mood or topic
• to round off the lesson with a smile
Target learners
In an English lesson, as in everyday life, games exist in a variety of forms and with a
variety of difficulty levels, suitable for different age levels. Therefore, the target learners
are our students of all ages and levels. However, we must consider the fact that certain
vocabulary games are to be applied to certain age levels.
1. Chain story – Teacher says the first sentence of a story and then students continue
it by adding one sentence each. (in parallel a group of students may perform/mime what
they hear). The chain story is excellent for reinforcing grammar structures such as Past
Simple Tense or Second Conditional, or for practicing vocabulary in general.
2. Collaborative drawing - Draw a head. Fold the paper and give it to your partner.
Draw a body and arms. Draw legs. Draw feet. Write a name. Open the paper.
3. Jeopardy – the game of Questions and answers. The teacher gets the students into
groups and presents them four categories (Literature, English language, Geography,
Music). Each category has four questions, rated according to its difficulty, from 100 to
400 points. In turns, each group has to choose a category and a question. If they know the
answer, they receive the points. If they don’t, the other group can answer and they receive
half of the points the question had. This game is preferred to be used at the end of the
semester, as a vocabulary reinforcement of all the lessons. It can, of course, be adapted to
students’ age, level of English and interests.
4. Bingo - several vocabulary sets are chosen and each pupil covers the card with 6-8
words from the sets in front of him. The teacher reads out the words at random and the
first child who covers all the words on his card calls Bingo!
This is one of the best ways to review a vocabulary theme such as parts of the body,
animals, vegetables, furniture and rooms of the house, etc. It is a game recommended for
the primary and secondary school students.
5. Neither Yes nor No – one student must answer the questions asked by peers but it
is not permitted to use yes or no. (e.g. Do you live in Romania? I live in Gherla.)The
game clearly states its learning value: asking questions.
6. Word guessing game - The class is divided into two teams. One representative of
each team comes in front of the class facing it. The teacher behind his back writes a word
on the blackboard. The 2 students guess the word with the help of the 2 teams. The team
members describe, in turn, the word, but they are not allowed to name it. The first to
guess the word scores the point for his/her team. This activity can also be used
thematically, phonetically (if the teacher chooses to focus on specific phonemes) or to
built the students’ capacity to give an English definition to a word.
7. Word chain - or biting your tail - the teacher writes a word on the board and
children take turns to add a word beginning with the last letter of each word. The game’s
learning value is that of revising vocabulary.
All the games presented above can give us further ideas regarding vocabulary activities.
One first point teachers should remember is the fact that students need to have fun when
learning a foreign language. Second of all, if you like what you do, you do it better.
Thematic and fun activities can be made with all items to be learnt. For example, I
observed that eight graders encounter difficulties with tenses referring to the past and
with the sequence of tenses. But if the exercises that they solve are thematic (about
football players, singers or actors they love) their results increase visibly. Even if the
work is double for the teacher, the results will worth the effort. English teachers, don’t be
afraid to explore!
BIBLIOGRAPHY:
• Mihaela Lazar, Making Learning Enjoyable and Memorable, Steps to Success
handout, British Council Cluj-Napoca, 2010
• Virginia French Allen, Techniques in Teaching Vocabulary, Oxford University
Press, 2003
• Michael Harris, Helping Students Learn Vocabulary, PearsonLongman.com,
2010
• Audrey McIlvain, Teaching English to Very Young Learners,
PearsonLongman.com, 2010