This report summarizes the kinds of oral games that are available to English as an Additional Language (EAL) classrooms, briefly outlines current research, and stresses the need for more exploration in kinds and varieties of games. A guide to typical, successful classroom games, this report includes eighty-one selected oral games, which are fully described with objectives, materials, procedures, preparation, and analyses for each. General pointers for the use of oral games are listed, including a sampling of suggestions by teachers from Vancouver, British Columbia. The suggestions state that games should: (1) be brisk, involving a maximum number of students; (2) offer a change of pace, controlled but entertaining; (3) be an acculturation/enculturation process; (4) demonstrate the various social levels of English; (5) commence with a model and follow with an imitation; (6) be within the ability range of all pupils; (7) have clear directions, and be pretested; and (8) differentiate between children and adults in type and style of all games. Methods for evaluation of oral games are described. (MHP)