Games and classroom dynamics can be powerful teaching tools when they have a clear linguistic or pedagogical purpose.

Before using a game, ask:

What are my students practising through this activity?

A game should not simply fill time. Whenever possible, it should reinforce vocabulary, grammar, pronunciation, communication, retrieval or another lesson objective.

1. Retrieval Games

Use these to review previously learned language without allowing students to immediately look at their notes.

Board Race

Divide students into teams and give them a category:

“Write as many personality adjectives as you can in two minutes.”

Afterwards, check pronunciation, meaning and spelling together.

Last Lesson Challenge

At the beginning of the lesson:

“You have two minutes. Write everything you remember from our last lesson.”

Students first work individually and then compare with a partner or team.

Categories

Give students a topic or initial letter and ask them to retrieve vocabulary belonging to different categories.

These activities are particularly useful as warm-ups and spaced review.

2. Vocabulary Games

Taboo

Students describe a word without saying the word itself or selected related words.

This develops paraphrasing:

“It’s something you use when…”
“It’s similar to…”
“It’s the opposite of…”

This becomes increasingly valuable from approximately B1 upwards.

Back to the Board

One student cannot see the board. Their team explains the word displayed behind them without saying it.

Odd One Out

Give students several words:

generous – reliable – selfish – helpful

Students choose the odd one out and, importantly, justify their decision.

Sometimes several answers can be acceptable if students provide a convincing explanation.

3. Grammar Games

Find Someone Who…

Students receive prompts such as:

Find someone who has visited another country this year.
Find someone who has never eaten sushi.

They move around the classroom asking classmates questions.

This transforms grammar practice into meaningful interaction.

Sentence Challenge

Give students a target structure and a topic:

Second Conditional + school

Teams create sentences:

“If our school had a swimming pool, I’d…”

Points should be awarded primarily for accurate and appropriate language, not simply speed.

Correct the Teacher

Prepare sentences containing errors students should be able to identify:

“Yesterday I have gone shopping.”

Students identify and correct them.

This can be particularly effective for reviewing common errors.

4. Speaking Games

Would You Rather…?

“Would you rather live without your phone or without television?”

Do not accept only the choice.

Require:

Answer + Reason + Follow-up question

At higher levels, increase the complexity of the question and expected justification.

Two Truths and a Lie

Students produce three statements about themselves. Classmates ask questions and decide which statement is false.

This creates a genuine reason to listen and ask follow-up questions.

Speed Speaking

Students discuss a question with one partner for a limited period before changing partners.

Repeating the same or a similar task can allow students to improve their fluency and formulation on subsequent attempts.

5. Information-Gap Activities

Give students different information so that communication becomes necessary.

Examples include:

• spot the difference;

• incomplete timetables;

• missing information;

• maps and directions;

• picture descriptions;

• reconstructing a story.

Student A should not be able to see Student B’s information.

The objective is:

Communicate → Obtain information → Complete the task.

6. Guessing Games

These work particularly well with Young Learners and lower levels.

Who am I? / What am I?

Students ask questions:

“Are you an animal?”
“Can you fly?”
“Do you live in water?”

Mystery Object

Describe an object gradually while students try to identify it.

At higher levels, students themselves should create the descriptions.

7. Movement Activities

Movement can be particularly useful with children after periods of concentrated work.

Examples include:

Corners

Assign an option to each corner of the classroom. Students move to the corner representing their answer and explain their choice.

Running Dictation

One student reads information placed elsewhere in the classroom, remembers it and reports it to their partner, who writes it down.

This combines reading, memory, speaking, listening and writing.

Movement should have a learning purpose rather than simply creating activity in the classroom.

8. Mini-Whiteboard Activities

Mini-whiteboards allow every student to answer simultaneously.

For example:

“Write the Past Simple of teach.”

Everyone reveals their answer at the same time.

This is preferable to asking one student when the objective is to check whether the whole class understands.

They can be used for:

• vocabulary;

• spelling;

• grammar;

• sentence transformation;

• pronunciation choices;

• comprehension questions.

9. Team Challenges

Teams can complete challenges such as:

“Find five mistakes.”

“Create the longest correct sentence using today’s vocabulary.”

“Explain these five words without translating them.”

“Write three arguments for and three against.”

Give a clear time limit and define what earns points.

Avoid rewarding only speed. Depending on the objective, points can be awarded for:

Accuracy + Language + Creativity + Collaboration

10. Adapt the Same Game to Different Levels

A useful classroom dynamic does not necessarily belong to one particular level.

For example, Taboo can develop progressively:

A2: Describe simple objects using basic vocabulary.

B1: Paraphrase familiar words.

B2: Explain more abstract vocabulary without using obvious synonyms.

C1: Paraphrase complex concepts precisely and spontaneously.

The important question is therefore not:

“Is this a B2 game?”

but:

“What language and level of performance am I requiring from my B2 students?”

 

11. Know When Not to Use a Game

Not every stage of a lesson needs gamification.

Students also need to learn to:

• concentrate for sustained periods;

• complete individual work;

• read longer texts;

• write extended responses;

• deal with demanding exam tasks;

• work without external rewards.

Particularly in Cambridge preparation, some activities need to reproduce the concentration and conditions students will encounter in the examination.

12. Online Games and Resources

Online tools can add variety, competition and interaction to lessons. They are particularly useful for retrieval practice, vocabulary review, formative assessment and quick changes of pace.

However, teachers should choose the tool according to the learning objective, rather than choosing an activity simply because it is entertaining.

Some useful resources include:

Wordwall
Excellent for creating quick interactive activities such as matching, categorising, missing words, random wheels and quizzes. Particularly useful for vocabulary and grammar review. Many activities can also be adapted into printable versions.

Blooket
A highly gamified quiz platform that works particularly well with children and teenagers. Useful for vocabulary, grammar and retrieval practice. Teachers should be careful that students do not become more focused on winning the game than on processing the language.

Kahoot!
Useful for whole-class quizzes, revision and checking understanding. It can provide teachers with quick information about what the class has understood.

Quizizz
Useful for quizzes, review and independent practice. Students can often work at their own pace, making it useful both in class and for additional practice.

Baamboozle
Very practical for team-based classroom games because students can play from the teacher’s screen without every student needing a device. Particularly suitable for Young Learners and teenagers.

Quizlet
Useful for vocabulary learning and retrieval through flashcards and different practice modes. Teachers should encourage students to learn vocabulary in context and with pronunciation, rather than simply memorising translations.

LearningApps
Allows teachers to create simple interactive activities such as matching, classification, sequencing and gap-filling. Useful particularly at lower levels.

Educaplay
Provides a wide range of activities including crosswords, matching, quizzes, dictations and interactive videos.

British Council – LearnEnglish / LearnEnglish Kids / LearnEnglish Teens
Reliable sources of level-appropriate activities, videos, listening, reading, grammar and vocabulary practice. Particularly useful when teachers need additional practice outside the coursebook.

Cambridge English
Provides activities and resources organised around English learning and Cambridge qualifications. Particularly valuable for groups preparing for Cambridge examinations.

LyricsTraining
Students complete activities using the lyrics of songs while listening. It can be useful for listening discrimination, vocabulary and motivation, although songs should be selected according to students’ age and level.

Genially
Useful for creating interactive presentations, escape rooms, quizzes and classroom challenges. It allows teachers to transform existing lesson content into more interactive formats.

Use online games purposefully

Technology should not automatically replace a simpler classroom activity.

Before opening an online game, ask:

Would this tool improve the activity, or am I using technology simply because it is available?

For example, if students need to retrieve vocabulary, a two-minute challenge on paper or mini-whiteboards may sometimes be faster and more effective than spending five minutes getting everyone connected to an online platform.

Online resources work best when they provide a clear advantage, such as:

Immediate feedback → whole-class participation → retrieval practice → additional exposure → useful repetition → increased engagement

The technology is the tool. The learning objective remains the priority.

Remember

Before introducing a game or dynamic, teachers should be able to complete this sentence:

“We are doing this activity because students need to practise __________.”

If there is no convincing answer, reconsider whether the activity is worth using.

Games should make practice more engaging; they should not replace practice.