Teaching English to O-Level learners can be both exciting and hard especially when you have large classes, limited time, and mixed levels of understanding. But one simple trick can make a big difference: games. Yes, games! Not just to make learners laugh, but to help them remember English rules, speak more confidently, and feel happy in class.
As an English teacher in Rwanda, I’ve used many of these games in my own lessons. They are fun, practical, and work even in rural schools with no electricity. This blog post is for teachers like you who love teaching and want to see learners smile and learn.
Let’s walk together through this beautiful journey of learning through games.
Why English Games Are Good for Secondary Learners
Sometimes, learners are shy, bored or scared to speak in English. Games help learners feel safe and relaxed. When they play, they forget fear. They focus on the fun and they learn without pressure. This is important for Rwandan learners who are still developing confidence in using English every day.
Games also help with classroom management. If you teach 40, 50 or even 60 learners, games can help you control noise, keep learners busy, and make your teaching smoother. You become a guide, not just a talker.
Games are also perfect for repetition. And as we wrote in our blog post How Quality Indicators Affect Teaching in Rwanda, repetition is one key to learner understanding and retention.
Game 1: “Who Am I?” for Vocabulary and Description
A Fun Identity Game That Encourages Speaking and Listening
This is one of the easiest games to use, even if you have no materials. All you need is a few pieces of paper and some ideas.
How to Play:
Write the name of a famous person, object, animal or job (e.g., “teacher,” “lion,” “footballer”) on a small paper. One learner puts the paper on their forehead or back (without reading it). The rest of the class gives clues:
- “You help learners in class.”
- “You teach maths.”
- “You are loved by many learners.”
The learner keeps guessing until they get it right. Then change roles.
Why It Works:
It practices question forms, description, and critical thinking. Learners love it. They don’t even notice they’re learning. It also encourages teamwork.
Classroom Tip:
Prepare cards before the lesson or let learners write their own words for each other.
Game 2: “Find Someone Who…” for Speaking Practice
A Movement Game to Practice Personal Questions
“Find Someone Who…” is perfect when teaching present simple or past simple tenses. It works well in Unit 1 of the O-Level syllabus where learners describe daily routines or past activities.
How to Play:
Make a list like this:
- Find someone who likes tea.
- Find someone who visited Kigali.
- Find someone who can sing.
Learners walk around and ask questions:
- “Do you like tea?”
- “Did you visit Kigali?”
- “Can you sing?”
They write names next to each item. The first to finish sits down.
Why It Works:
Learners move, speak and laugh. They ask questions in English without fear. You can walk around and support those who need help.
Helpful Hint:
For very large classes, play with rows instead of full class.
Game 3: “Grammar Board Race” for Sentence Practice
A Simple Chalkboard Game That Builds Grammar Skills
If you have a blackboard and chalk, this game is for you.
How to Play:
Divide the board into 2 or 3 columns. Divide the class into teams. Give each team a chalk.
Say a sentence to change:
- “He eat rice.” → Learners race to correct it: “He eats rice.”
- “I are happy.” → Correct: “I am happy.”
You give one sentence at a time. First correct answer wins a point.
Why It Works:
It makes grammar fun. The whole class watches and learns from each other. Mistakes are corrected in a friendly way.
What You Teach:
Subject-verb agreement, tenses, question formation, and more.
Game 4: “Chain Story” for Listening and Creative Speaking
An Easy Group Game to Teach Sequencing and Vocabulary
This is great for storytelling units. Learners create a group story, one sentence at a time.
How to Play:
Start with: “Once upon a time, there was a girl who lived in Huye.” The next learner continues: “She had a big dream to become a pilot.” And so on.
Each learner adds one sentence. The chain grows. If a learner gets stuck, you help gently.
Why It Works:
It builds creativity, uses past tense, and helps learners understand how a story flows.
Useful Add-on:
After playing, let learners write the story in their notebooks.
Game 5: “Simon Says” for Listening and Commands
A Physical Game for Teaching Imperatives
This classic game never gets old. And it works wonders in Rwandan classrooms where learners need more listening skills.
How to Play:
The teacher gives commands:
- “Simon says touch your head.”
- “Simon says stand up.”
- If the command doesn’t start with “Simon says,” learners must not follow. If they do, they sit down.
Why It Works:
It improves listening, understanding of verbs, and builds energy. Great as a warm-up or break between lessons.
Reflection Tip:
After the game, discuss the commands: What do they mean? Can learners write them in their books?
Game 6: “Memory Match” for Vocabulary
A Game to Help Learners Remember New Words
Make cards with words on one side and meanings or pictures on the other. Turn them upside down. Learners turn over two cards at a time. If they match, they keep them.
Why It Works:
It supports vocabulary learning and spelling. You can use words from any topic; food, transport, school subjects.
Time-Saver Tip:
Prepare 10–20 word cards before class. Reuse them in future lessons.
Make Games Fit Your Teaching Style and Class
Games don’t replace good teaching. They support it. You still plan your objectives, explain clearly, and guide learners. But games add magic. They help learners enjoy the journey.
Remember what we shared in Smart Ways to Teach English in Large Classes: Joy is a teaching tool. And games are a joyful thing.
How to Build a Game-Based Routine in Class
Choose one game to use every week. That helps learners know what to expect. Example:
- Monday: Vocabulary Game
- Wednesday: Grammar Game
- Friday: Speaking Game
You don’t need to play for long 10 to 15 minutes is enough. Use games as warm-ups, reviews or to finish a lesson on a happy note.
Keep a notebook or Google Sheet of the games you’ve used. Note what worked and what didn’t.
Teacher Reflection: What I Learned from Using Games
I used to fear games. I thought they were noisy. I was wrong.
Now, I use games every week. I see shy learners raise hands. I see mistakes corrected with laughter, not shame. I see English becoming a real part of learners’ lives not just something in books.
So, dear teacher, try one game next week. Don’t wait for the perfect moment. Create it. Play. Laugh. Teach. Grow.
Let’s make English learning a beautiful memory for every learner in Rwanda and across Africa.
Want more posts like this? Visit our full list of blog stories at TeachSmartAfrica.com. You can also read our tips on how to teach English in rural areas.
Let’s grow together. Drop a comment. Share your own favorite English game. And subscribe to our newsletter to get more free ideas for your classroom!
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