When I started my first TEFL job in China, the students struggled to pay attention and to maintain interest. They avoided speaking in English, especially with their classmates, because they lacked confidence.
Lack of motivation reduces interaction and thus, they do not communicate well in English in the outside world. An easy way to overcome this lack of motivation, is to use board games. It’s easy and affordable to make a board game that helps students improve their speaking skills and vocabulary.
In this article, I will explain how I started to use board games to teach English abroad. I will also share 5 examples of board games you can use for teaching engaging speaking and vocabulary lessons.
About the Author: Zarin Tasnim completed the 250-hour TESOL Diploma and the Teaching English to Young Learners Specialist Course with OnTESOL.
Why Use Board Games to Teach English to Young Learners?
Young students love to play ESL games and they tend to pay more attention when they have something to win. They love competition!
In my speaking lessons, I use board games to teach them new vocabulary and to increase interaction and engagement.
Prior to the lesson, I give them a cut-out worksheet to make their own dice at home and to bring them to class, which increased their excitement and eagerness to play.
Introducing The Board Game and Target Language
During the lesson, I used an attractive PowerPoint presentation with pictures to introduce what board games were and their components, such as counters and dice.
I also showed them different types of board games and what they were called.
This way, I made sure everyone knew what to do and what game they were going to play.
Then I taught them the instructions on how to play and the things they must say in each step to keep the game going.
I instructed phrases such as “It’s my turn,” “It’s your turn,” “I win,” and more through a repetitive drill.
Next, I showed them the board game they were going to play on the screen, which was very colorful and had many pictures.
I asked them questions about the instructions they learned earlier. I also taught additional phrases, such as “what is it about?”, “how many players do we need?” “what does the winner say?” and “what do you say when you pass the dice?” Students probed the screen and successfully answered the questions.
The pictures on the board game aided them to reinforce their memory. The board game I used is displayed in the picture.
Setting the Rules
To become more familiar with the board game so that students could play smoothly, I went through all the questions displayed on it together with the students.
We discussed some sample answers together. Before starting the game, I set a rule that none could speak in Cantonese, and if they did, they would lose a turn.
The game also couldn’t continue if they didn’t say “it’s your turn”, when passing the dice, and one couldn’t win if they forget to say, “I win.” Students took this seriously as they all wanted to win. Anyone losing a turn was an advantage to them.
Therefore, when anyone spoke in Cantonese in the group, the students immediately reported it to me.
Increasing Class Engagement and Memory
I arranged the class into four to five students in a group. They all had their own dice to roll and everyone spoke in English. It wasn’t difficult for them to carry out this game in English because the phrases they had to say were very simple.
They simply had to read the questions from the block where their counter landed. When one couldn’t answer a question, others in the same group tried to help. In this way, the student to student interaction increased, and they learned vocabulary from each other.
The questions on the board game also reinforced their memory from their vocabulary bank. In addition, they learned new vocabulary from their group’s answers.
As they played, I walked around to ensure they were following the rules. I also noted down the new vocabulary that groups came up with.
I then wrote them on the board. All groups were very busy playing the game, interacting with each other, finding answers, pointing out mistakes, reporting a breach of rules, sharing answers, and more.
At the end of the lesson, I reviewed all vocabulary and their definition with the students as they wrote them down in their book.
Read: Take an accredited TEFL certification with OnTESOL to qualify for high paying jobs worldwide.
5 Board Game Ideas for ESL Speaking and Vocabulary Practice
Using board games helped me improve motivation and engagement, so I started incorporating them more into my lesson plans. Below are 5 fun board games ideas I use to teach English in China.
All you have to do is adapt a simple board template with pictures, questions, or prompts.
1. Describe and Guess
Each square shows a familiar object, animal, or occupation. Students describe their picture without naming it while classmates guess. For example: “This person works in a hospital and helps sick people.” Provide sentence starters for beginners and encourage stronger learners to add details.
2. My Life Board Game
Fill the board with topics such as favourite foods, weekend activities, and family traditions. Players answer a question when they land on a square. A classmate then asks a follow-up question, turning each answer into a short conversation rather than an isolated response.
3. Shopping Around Town
Create a board featuring shops and services. Give students shopping lists and imaginary money. When they land on a location, they role-play a transaction with another player. Include opportunities to ask prices, request different sizes, and explain what they need.
4. Tell a Story
Place pictures of characters, locations, and objects along the board. Each player adds a sentence to a shared story using the picture they land on. Encourage students to connect events with words such as “then,” “because,” and “suddenly.”
5. Solve the Problem
Write everyday problems on the squares, such as missing a bus or forgetting homework. Players explain what they would do, and classmates suggest alternatives. The group chooses the most practical solution and explains its decision.
