The role of games in learning English plan

Voices and objects
Language: Naming people and objects in response to a question …Who am I? or What is this?
Skills: Listening and speaking
Control: Guided
Level: Beginners
Time: 5 – 10 minutes
Materials: A blackboard
Preparation: None.
Procedure: Class work. ,
Blindfold a learner. Ask another learner to come forward and stand quietly next to the first and say something to him, for example, an English proverb, or a quotation from a song or rhyme, or textbook being studied by the class.
Learner Who am I?
Learner 1: Michael?
Learner 2: No, listen. To be or not to be, that is the question
Learner 1: David! Learner z: Yes.
Learner 3: What's this? {Drops object on to desk)
Learner 1: A key.
Learner 3: No, it isn't, {drops object again)
Learner 1: A coin.
Learner 3: Yes.
STORY GAMES
There are a number of reasons for the inclusion of this section: not least is the fact that so many examinations demand extensive writing. The games in this section, by their nature, provide a framework for learners to speak and write at length instead of engaging in short exchanges. Only interrupt a learner in order to help the story along. Should you decide that it might be helpful to correct certain errors that are made, and then make a written or mental note of the errors during the story­telling, but delay dealing with them until afterwards?
Guess what I'm drawing
language Use of vocabulary items in reply to questions, perhaps in such sentence patterns as / think it's going to be a . . .or /( might be a . . .
Skills: Listening and speaking.
Control: Guided.
Level: Beginners.
Time: 5—10 minutes for class work. 10-15 minutes for pair work.
Materials: Chalkboard or OHP and paper and pencils for each learner.
Preparation: None.
Procedure: Class work, optionally leading to pair work.
Start to draw on the board or OHP, asking, e.g. Teacher: What am I drawing? Class: A table.
Teacher: No. [Continuing to draw) Class: A house?
Teacher: No, not exactly. [Continuing to draw)
Class: A shop.
Teacher: Yes, but what's happening?
Class: There's a tree . . .
Teacher: No.
Class: A fire. The shop is burning!
Teacher: Yes. Now who is this?
Class: The shopkeeper.
Teacher: And what's he doing?
The learners might then play this game in pairs.