While games are a common feature in the young learner classroom, sometimes there can be a hesitation in using them when teaching ESL (or any subject for that matter) to adult learners. When I first started teaching undergraduate students, I initially only played games during English Club time and not during lessons. I thought that games would be seen as a distraction from the learning aims of lessons, but over time I discovered that games were an effective way to bolster interaction, language use, as well as levels of engagement among my learners.

Games do not have to be complicated to be effective. The list below outlines three games that are easy to set up, appropriate for teenage or adult learners, and adaptable for different levels and lesson contexts.

Game 1: Taboo

How do I play the game?

Group learners into pairs or small groups. Give each of the learners a Taboo card with a word or phrase at the top and a list of buzz words below. Tell them that they cannot show their cards to their classmates. Learners then take turns to help their classmates guess the word/phrase that is on their Taboo card without using any of the buzz words.

How can I adapt Taboo for different classes?

To support lower-level groups you can use fewer buzz words on your Taboo cards and include pictures. The learners can work together in pairs to help another pair guess the word/phrase – this helps to make the game more inclusive and less stressful for quieter learners in the class. You can also encourage your learners to use mime and drawings to support their descriptions.

How can I use Taboo in a lesson?

As Sean Martin describes in the podcast episode on Games for Language Learning, Taboo is a versatile game that can be used to review language or practice new vocabulary following a Presentation stage in a lesson.

Game 2: People Bingo

How do I play the game?

Every learner is given a bingo card like the one below. The learners mingle to find classmates who fulfil the criteria on their bingo card. For example, if student A asks student B ‘Do you like coffee?’ and B answers ‘yes’ then they can tick the box. The aim of the game is to get three ticks in a row. When learners get three in a row they shout ‘Bingo!’

How can I adapt People Bingo?

You can include the learners in the creation of the bingo card by giving them a blank template or partially completed bingo card. Learners can then work individually or in pairs to think of their own criteria to add to the card.

The game does not have to end as soon as someone shouts ‘Bingo’ instead you can encourage the learners to keep playing for a set time limit to see how many boxes they can tick. After the game learners to share what they found out about their classmates.

How can I use People Bingo in a lesson?

This is my favourite game as it can be adapted to numerous lesson contexts – from talking about food preferences to sharing travel experiences. This game can be used to encourage free practice of language during a Produce stage of a lesson or it can be used as an ice-breaker to help your learners to get to know each other. The game is especially useful in fostering grammar practise in asking and answering questions.

Game 3: Would I lie to you?

How do I play the game?

Prepare four folders. Three folders contain pictures and one has a blank piece of paper. Give each of the folders to volunteers in the class. The volunteers can look at what is inside their folder but they cannot show or tell their classmates. The volunteers take turns to briefly describe what is on their paper to the class. The volunteer with the blank piece of paper needs to invent a convincing description to conceal the fact that their paper is blank.

The aim of the game is for the rest of the class to work out who has the blank piece of paper (i.e. who is telling the lie) by asking questions. Finally, the class votes on who they think the liar is.

 How can I adapt the game for different classes?

To shorten the game, the learners can be limited to asking no more than 10 questions before they have to vote. In addition, you can limit the type of questions they ask to yes/no (closed) questions. Once the learners have grasped the aim of the game, you can get them to play in smaller groups to increase student-talking time and turn-taking.

For high-level classes, you can replace the picture with a short text that they have to summarise – this could be a very short story or a fact about an event.

How can I use this game in a lesson?

This game focuses on exercising learners’ speaking skills and their ability to get their meaning across. As this fluency-focused game encourages learners to freely use the target language, it's a good idea to monitor and note any useful points that can be explored during feedback after the game.

I have used this game in the context of solving a mystery. The information in the folders were alibi statements, the volunteers played the role of suspects, and the rest of the class took on the role of detectives.

What games do you use?

Do you teach teenagers or adults ESL? What games do you play in your lessons? Share your game ideas in the comments box below.