Groups: Class

Zombie Game

Description

The whole class is divided into groups (usually based on the line they are sitting in) and each group is assigned a word. 

For example, if the sentence structure is, “I like + food” then group 1 will be assigned the word ‘pizza’, group 2 will be assigned the word ‘pasta’ and so on. Students will talk with each other (depends on the lesson goal – I like pizza, how about you? / What food do you like? I like pizza) and then play janken.

The winner ‘infects’ the loser: so if the winner likes pizza, the loser now likes pizza, too. They say goodbye and talk with other students and the ‘infection’ spreads. At the end of the game, students can see which group ‘infected’ the most students and are therefore the winners. 

Notes

In the demonstration, make sure to show that when you have been ‘infected’ once, you continue to talk with friends. The game does not end when you have been ‘infected’!

Also demonstrate what happens if you meet someone who likes the same food as you to avoid confusion (and unnecessary janken bouts) in game.

Remember to do a good/bad demonstration. Students must produce the English before playing janken (as with most janken games, students can bypass the English entirely) and encourage peer support. Remind them it’s not a race because sometimes students can forget which word they must use in that moment as it changes often throughout the game.

Before the game, you can write how many students are in each group under the relevant flashcard. At the end of the game, you can count and write the new number underneath. This provides students a visual aid to see what team won/lost and by what margin.

You can play this game in rounds very easily.

Mystery Friend

Description

The students fill out questionnaires to give their answers relating to the target English. The teacher collects all their papers and picks a random one. The students ask questions and the teacher answers as the ‘mystery friend’ (the student whose paper they picked). Students can volunteer to guess who the mystery friend is, and when they guess correctly the teacher picks a new questionnaire.

Notes

  • It is worth spreading this activity into multiple lessons – one for the students to write their own answers and interview each other, and one to play mystery friend. If the students write their interview answers on a separate worksheet, they can use this in the mystery friend game to help them guess the answer.

Super Mega Janken

Description

On the board, each target vocabulary is placed in a horizontal row. The class splits into two groups, and each group makes a line, one on the left side of the board and one on the right.

The first student in each group, starting from the left or right respectively, says each vocabulary on the board and moves towards the opposite side. When they meet the opposing player in the middle, they play janken. The loser goes to the back of their row and the second player in their group starts saying the vocabulary from the beginning until they meet the opposing player once again. This continues until one student reaches the other end of the board. Their team then wins one point.

Notes

  • This game is very hectic and high-pressure for the students. Also, only two students in the class are playing at any given time. It may be best to split the class into smaller groups.
  • It is more manageable to make sure the students say their vocabulary at the same rhythm – i.e. they cannot say the next vocabulary until their partner is ready to move on. This prevents one student from going too fast and not speaking clearly, or another getting stuck and losing out.

Not 21!

Description

Students make groups. The first student starts at 1 and can say between 1 and 3 consecutive numbers. The next student continues from the next number. For example, student A says “1, 2, 3”, student B says “4”, student C says “5, 6”, and so on. Whichever student says “21” sits down. The last student standing is the winner.

Notes

  • Rather than skipping any student that sits down, the rule can be that they continue to play and stand back up if they say “21” again.