The document discusses 10 board games that can be used by EFL teachers in the classroom to make language learning more engaging. Some of the games described include hot seat/back to the board where students define words written on the board without looking, hangman using words, phrases or phonemic symbols, countdown where students make words from random letters, and bingo using recently learned vocabulary words. Other games include board races for spelling practice, pictionary to draw vocabulary words, blockbusters and word/sentence jumbles to practice rearranging letters and grammar. The document advocates for using games to promote student interaction and autonomy.

1. Dylan Gates 13/07/2015
10 Board Games for EFL Teachers
teachenglishspain.com /10-board-games-for-elt-teachers/
How often do you play board games with your English learners?
With a little bit of imagination, you can use your board to practise grammar, lexis and
pronunciation in lots of fun and engaging ways that will make your learners love your
classes.
If you’re lucky, the board may be a new-fangled, hi-tech snazzy interactive smartboard. If
you have never used one of these, they are basically like a giant tablet. You can do
anything with them, but they do have a habit of breaking down when you’re in the middle
of an activity.
The majority of private language academies – and even universities and training centres –
still use boards which aren’t very smart at all – but are much more reliable.
There are two main types:
1. Old-school blackboards with chalk and dusters
2. White plastic boards with coloured markers.
Now, whichever type of board you use, I hope you use it for more than delivering boring
grammar presentations and noting down new vocabulary.
I hope you use it for language learning games.
In my experience, even to most po-faced, straight-laced adult learners (the ones you often
find sitting at the front in business English classes) understand the appeal of board games
in language learning.
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2. 1. Hot Seat / Back-to-the Board
One student sits with their back to the board. The teacher writes a word on the board and
the other students have to define the word to the student in the chair. Here’s a video
explaining the game.
That’s the boring version.
Make it more competitive by putting the students in teams. A student from each team is
chosen to sit with their back to the board and then the members of each team try to define
the word to the seated student from their team.
Total mayhem will ensue and you’ll feel like a WWF referee. Great fun though!
2. Hangman
I’m sure you know how to play this classic game. Make it more engaging and challenging
by getting the students to choose the words. In fact, why stop with words? Use phrases
and idioms. You could even substitute letters for phonemic symbols!
3. Countdown
This is a TV show in the UK. Ask one student to pick 9 letters which you (or better still,
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3. one of your learners) write on the board. Make sure there are at least 3 vowels and 4
consonants. The students have to create the longest word possible from the combination
of letters.
A variant of Countdown which I often play with students is to write a long word, such as
‘elicitation’, on the board and set a time limit of 3 minutes. The students (individually, in
pairs, small groups) have to write down as many words as they can they can be found by
using the letters found in the chosen word. Award extra points for longest word, funniest
word etc. This is great for raising awareness of spelling combinations, prefixes and
suffixes.
4. Bingo
Write 10-20 words or phrases on the board. Best to use lexical items that your students
have recently studied. Your students choose 5 of the words and write them on a piece of
paper. You – or one of your students – randomly read out the words and the first student
to cross out all of the words on their paper is the winner.
This game is fine but can also be adapted to make it more fun and/or challenging.
Instead of reading the words, why not read out a definition. Write the word ‘rich’ on the
board but say ‘This is a word that describes somebody with a lot of money’ to your
learners.
You could also read out a synonym. For example, write the word ‘rich’ on the board but
read out the word ‘wealthy’.
Tell a story and use the words. Students will have to follow the narrative and listen out for
the words. To make it really challenging, you could tell a story and ‘beep out’ the words.
For example, “Even though my grandfather was extremely poor, he married a woman who
was (beep)… When they met,…’
5. Board Races
You can do board races in lots of ways. Draw a line in the middle of the board (or even
divide it into 4 sections) and assign a section to each team. Students have to write their
answers in the part of the board.
One very simple way to do a board race activity is put the students in two lines in front of
the board. A student from each team stands in front of the board with a marker in their
hand. You say a word and the first student to write the word correctly on the board wins a
point for their team. A simple and fun way of practising spelling.
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4. This game is also easy to adapt. Read out definitions rather than words. Read out a
sentence with a missing word and asks the students to fill in the gap. You could even ask
students to draw the word. If you want to practise telling the time, draw clock faces on the
board, read out a time, and the students have to draw the hands on the clock face.
As well as spelling and vocabulary, you can do grammar board races. Modals, tenses,
conditionals….
6. Pictionary
Give a student from each time a word. They have to draw the word on the board and the
other members of the team have to guess. Higher-level students could draw idioms. ‘A
bird in the hand is worth two in the bush’ could prove very amusing!
7. Blockbusters
Another TV show from my childhood. Draw a grid on the board (20 squares with 4
columns and 5 rows). Write a letter in each box. Team A starts from the left-hand side and
Team B from the right. Each team has to cross the board by choosing a letter and
answering a question about a word beginning with that letter.
Student: “Can I have a p please?” (British people
of a certain will titter nostalgically)
Teacher: “Of course. P is a word we use to
describe a large, tropical fruit”
Student: ” A pineapple”.
If one team is unable to answer, the other team can answer and win the square. This is
basically a ‘3-in-a-row’ game and I’m sure you can find ways to adapt the basic premise.
Here is a more detailed explanation of how to play with ESL learners.
8. Word and Sentence Jumbles
Write a word on the board but put the letters in the wrong order. Students have to
rearrange the letter and write the correct spelling of the word.
Do the same with a sentence to practise grammar or syntax. You could also write idioms
or phrases and scramble the words. As always, once you have modelled the game with
your learners, you should aim to encourage learner autonomy by asking them to create
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5. the word and sentence jumbles for their opponents.
9. Grammar Auctions
Grammar auctions are really simple to create. Write a sentence on the board and ask
your students if they think it is grammatically correct or incorrect. If they choose correctly,
they win a point. Here is a template you could use.
This simple idea can be adapted in several ways:
Hand out toy money and ask students to place a bet on whether they think the
sentence is correct or not. If they are right, they double their money; if they are
wrong, they lose their bet.
Get each group to write a correct / incorrect sentence for the other group.
Instead of grammar, write sentences with idioms, phrases or definitions on the
board.
10. Board Dictations
If you have a large board, enough markers, and a reasonably small class, you can get
most of the students writing on the board at the same time.
Read out a sentence and ask the students to write what they hear on the board. Correct
sentences earn a point.
With higher-level learners, read out short passages. Even better, get students to dictate to
each other.
If you haven’t come across dictogloss activities, you should try them. Read out a short text
at normal speed and students write the keywords on the board. Read the passage again
and let them add words. Read it out a third time and they may be able to write out the full
passage, by using their knowledge of grammar, vocabulary and syntax to complete the
sentences.
Finally, you could always do a ‘running dictation‘. Write words, phrases or sentences on
pieces of paper (post-its) and stick them around your area of study. Each group
nominates a ‘scribe’ who will write down what they hear. The other students in the group
run around, read the words on each piece of paper and try to memorise them. Then, they
have to run back to their scribe who is waiting by the board and dictate what they read.
The scribe writes what they hear on the board. This is a great example of an integrated
skills task because it practises speaking, reading, listening and writing.
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6. These are a few of my favourite board games in the English language classroom. You
might like to try some of them for yourself. Working out how to instruct and implement
board games with your learners will take some trial and error. In my experience, the
learners themselves will often give you some useful feedback and ideas about the best
way to play these board games in class: they may even like to design their own (learner
autonomy!!).
What about you? What board games do you like to play with your learners?
I’m a great fan of using board games in the ELT classroom. If you’d like to know more
about this topic, why not listen to this webinar by my friend Jason Anderson, author of
Speaking Games.
As well as being great fun, I believe speaking games offer some of the best
opportunities for ‘authentic’ language use in both adult and teenage
classrooms, promoting real communication in interaction between learners,
interaction with the teacher and interaction with materials.
Jason Anderson. Speaking Games: Learning to Play Webinar
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