Spelling Game

Preparation: Write the words you want students to practise on the board at random.


Before and After the Game. The words in the picture were taken from the previous lessons in the coursebook.

Grouping learners: in two or three and make sure that one of them is the stronger/higher level learner.

How to play:

1- Each pair/group of 3 get a colored board marker. The color identifies and helps counting the points later one.

2- A chair is placed in front of the board. The learner who seats in the chair will spell out with their back to the board.

3- In each round one chooses a word from the board and their partner spells it out. It’s good for the learner to concentrate on the sound he/she is hearing and keep the word in the working memory. If it is spelled correctly, they can circle it and the pair/group gets a point. Each pair/group is free to choose the word they want.

It is a lot of fun because when a pair/group misspell it, and it was a word another pair/group wanted to spell, they have an advantage to try it out. I never correct the word that was misspelled exactly because of that. The next pair/group will chose that one and get the point too easily. I don’t intervine during the game, unless I have to. Once they know the rules, they will play on their own without any problem.

4- As for language support, on the same wall of the board there should be the alphabet with the respective phonetics. So while one is spelling, the other participants have their eyes glued to the alphabet on the wall to check if he/she is spelling it out correctly. Of course, I listen attentively myself and I also encourage them to speak in English during the interaction by supplying with the words/phrases we usually use to react during the game. And most importantly if a game is used with teens and it is well designed it can take really class space, and they enjoy it a lot. So don’t rush things. Let them enjoy it and make sure they can get the most from it. My learners who practised spelling that way improved on spelling afterwards and enjoyed it a lot. And remember to spell out in class as well whenever there is an opportunity and for learners to do that too not as an activity but as a normal thing to do in English on a daily basis.

More reflection here: https://rosebardeltdiary.wordpress.com/2014/01/12/2014-and-let-the-fun-begin/



Before the spelling game, review the alphabet with Sts using the vowel pattern of sounds.
/ei/  /i/  /e/  /ai/ /ou/  /u:/  /a:/
Choose the words for the spelling game. It can be from a story, a dialogue or a series of sentences before the actual exercise. 
  • Preparation & Practice: Spell a word orally, ask if sb knows what that word is. When sb figures it out, write on the board and ask for the meaning. It aims to work on pre-teaching, spelling and raise their awareness to the sound/writing patterns. I’m using this to prepare them for the gap fill exercise where they have the story with missing words and they have to read it out to each other and write down. Although when they read the sentences to their partner, they need to read it out connecting the words to sound more naturally, my aim today is for them to work on the words itself so they can grab the meaning. I need them to get really acquainted with the story to review it in the simple past afterwards. By giving them the word clues and focusing on grammar. Shifting the simple present in the story to the past tense.
  • Using bingo as spelling game. After all the words are on the board, give them pieces of paper to create their 3X3 table. Ask them to chose the words. Spell out some of the words and they have to mark the ones they have.
  • As variation: Say the L1 or a definition, mime or show a picture. They have to mark the words in their cards. (focus on meaning)


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