Aim To develop Listening, Reading, Writing and Speaking skills.

Activities Research & Investigation, Creative writing, Quizzes, Guessing Games, Picture Games, Sound Games, Fact-finding Games, Debates, Jigsaw Games and Role Plays.

  1. I spy game – Investigator

Best suited for children between the ages of 5-12. Classic games such as ‘I spy with my little eye…’, hunts are fun brain sharpening games. These types of games help your children to follow instructions, enhance attention, develop language and increases their spatial awareness. Finding a targeted item in a cluttered environment helps enhance your child’s cognitive systems.

  • Nature Scavenger Hunt

Find the following items! A flower,3 rocks, Water, Green leaf, Brown leaf, Grass, A pink flower for ages 2-5 years.

  • Creative writing- Everyday life in our society

Here students are asked to talk and write about one of the best and worst events that have happened in their lives. They are asked to find out who the main character was, when it happened, why it happened, how it happened and lessons learnt from the event. 5 to 8 years.

  • Research Project (Investigation)

Here topics are given to students at random and they are requested to write about the topic ranging from everyday life, a court session, a police case, finding out about different countries, cultures, tribes to mention a few explaining who the main characters are, why …., when……, how……, and lessons learnt from the research project.

  • Puzzles

Explaining what you mean

This vocabulary game helps students with vocabulary they can use when they do not know the exact words to describe a particular thing. What students have to do is to read some descriptions and say or guess what is being described. Their answers can be checked with words situated at the bottom of the page. The next step can be a practice exercise in which students have to reorder words to make sentences and match them with the pictures.

Then students are divided into groups and asked to make a list of words from a particular category allotted to their team and draw them. Now students describe things for each other by taking part in an information-gap activity. Learners work in pairs. There are two crosswords needed in this activity, one for student A and for student B. Students‟ task is to describe, define or explain the words in the crossword. They are not allowed to use their exact names. For example, when student A asks student B what 1 down is, student B may reply: It is stuff you make candles with and it is sticky when it is hot.

  • The example of a crossword

This activity is very similar to a describing game. Students can also be divided into groups or pairs. They are given three categories of words or phrases. A set of cards face down or in an envelope is given to each group. The teacher demonstrates the activity by choosing a word from one of the vocabulary sets and describing it to the class until someone guesses the word. The most important thing is that students cannot use the word on their card.

  • Quizzes

Test your general knowledge

This is one of a lot of examples of quizzes which can be used to learn adults. The aim of this quiz is to revise articles, check what students have remembered and by the way test their general knowledge. Students work in pairs. Each pair gets one sheet. The teacher has to set a time limit to each exercise. In the first exercise, students complete the quiz with the articles; in the second one they try to answer as many questions as they can

The next example of a quiz is a quiz concerning idioms. The students‟ task is easy. They have to read the questions and write their answer on a separate piece of paper. The main aim of this activity is to revise vocabulary – idioms.

  • . Guessing Games

The basic role of guessing games is very simple: one person knows something that another one wants to find out. The thing to be guessed can differ greatly from game to game. It can be a word, an object, an activity or many other things. Guessing games are useful in helping students practice logical thinking and asking questions. 3-item story is one example of a guessing game. One person in a group knows the story in which there are three items given to the other members of the group. Depending on the three items, they have to ask questions to find the story. The person who holds the story can only give yes or no answers. The guessing members have to use their questioning skills to get the answer. To give an example of pun: the teacher gives the students a question to explain: “Why do they tie a horse to a post before a race?” The students have to widen their thinking instead of being occupied in a narrow way and be told to think of more than one sense of a word or a sentence. Then after a period of thinking, they are likely to find the answer: “Because they want to make the horse fast.” Here, fast has two meaning which can be firmly fixed or quick.

  • Picture Games

Picture games include several types such as comparing and contrasting pictures, considering differences or similarities, considering possible relationships between pictures, such as narrative sequence, describing key features so that someone else may identify them or represent them in a similar way and making a story according to the given picture.

Most of these picture games involve the learners in the relatively free use of all the language at their command and at the same time give them the opportunity to practice their speaking and listening.

  • Sound Games

Sound effects can create in the listeners’ mind an impression of people, places and actions. There is a demand for the listener to contribute through the imagination. This inevitably leads to individual interpretations which mean that the listeners can exchange their points of view and express opinions and ideas. This kind of games can stimulate students’ imagination and thinking, and offer them a chance to practice their listening and speaking. Students can make guess at the object described by sound, or make dialogue or a story.

  • Mime

Mimes can be done in pairs, groups or even by the whole class. One side has to perform the mimes for the other side so that the answer can be found. It can be an object, action or person. So miming activities are valuable language-learning situations. Guessing something is linked with the real desire to find out and thus is a true communication situation. Miming trains the students’ skill of observation and improvisation. It emphasizes the importance of gesture and facial expression in communication. For example:

A guest in a hotel in an English-speaking country has a very bad cold and has lost his voice. He wants the receptionist to help him turn on the heating. But he has to mime because of his voice. He tries to make the receptionist understand him by using gestures and expressions. The receptionist makes guesses by asking questions in order to find out what he wants. The activity will not stop until the receptionist gets exactly what the guest wants to do. This game can be done in pairs or in groups.

  • Fact-finding Games

This mainly deals with general knowledge and is a very practical exercise. Every day, there is something important happening, so the students can be asked what happened on a day in history. It may be a historical accident, a birthday of a famous person, or something strange or marvelous. Then further details can be asked. The students can discuss in pairs or groups in order to find much more information.

If the students have a class on 16 April, the teacher can ask the students to do the following activity. Let the students sit in groups. Ask the question, “Do you know who the main actor in the films ‘Modern Times’, ‘The Gold Rush’ and ‘The Great Dictator’ is?” The students are sure to name Chaplin, because the films are very famous. Then the teacher tells the students that that day is his birthday and that it is necessary for the students to know something about him. After that, more work can be done by drawing a typical picture of him and describing his appearance. At last, the teacher can ask the students to think why Chaplin is loved by people all over the world and why his films are so popular. Now the students have had a chance to really think about what they know about the person.

  1. Debates

In this activity, a topic is given and two sides are set up, one supporting the idea and the other opposing it. Then they argue giving their evidence. The aim of this activity is to get the students to talk and stimulate their interest and competitive spirit. Such activities make the students think about their values and priorities. There is no doubt that this activity will improve students’ conversation and eloquence.

  1. Jigsaw Games

Each participant in a jigsaw task holds one part of a solution, which may be a story, a factual text or a picture. They are equally important. They should work together to fit their pieces together to find the solution. They, therefore, improve co-operation and mutual acceptance within the group. Participants in this game have to do a lot of talking before they are able to fit the pieces together in the right way. These games practice two very different areas of skill in the foreign language: “Firstly, the students have to understand the bits of information they are given and describe them to the rest of the group.” This helps them realize the importance of pronunciation and intonation in making oneself understood. “Secondly, the students have to organize the process of finding the solution and a lot of interactional language is needed.”

  1. Role Plays

Role plays often consist of short scenes, which can be realistic or pure fantasy. Role plays may be enacted around everyday situations as well as around topical problems. One easily-obtained role play is from the text, which may be actual role play material. After learning the text, students can be asked to give a performance of it. This can improve their oral performance generally and, of course, help students to understand what they have learned in an easy way. Furthermore, role plays are useful for generating free expression and the feeling of spontaneity in the language classroom.


To conclude, every age group needs a particular attention in teaching English, special methods, techniques and furthermore games or game-like activities. There is no denying that the group of children is the most demanding one, but other groups cannot be forgotten. The proper selection of these can cause that the lesson is more interesting and students become more involved.