Groups: Pairs

KAHOOT!

Description

Students can play this individually, in pairs or in groups. So the first step is making the potential pairs or groups. The teachers provide students with multiple-choice questions, which are projected on a classroom screen. Each question has a limit of 95 characters, is displayed anywhere from 5 seconds to 2 minutes, and is restricted to four response options. Students answer these questions with their tablets and receive points for both response accuracy and promptness. After each question is answered, the correct answer will be displayed as well as a scoreboard of the highest point earners.

Kahoot!’s current service allows free access for all educators. Go to https://getkahoot.com and click on the tab that says “GET MY FREE ACCOUNT.”

Notes

To allow for maximum peer support, I suggest playing in groups. I have found the best way to play review activities is to first divide the groups. Then give each student a number in the group. After this has been established the first question is given.

The students then have time to discuss the answer. After the peer support time, I would call the number of the student who can answer the question from each group. This is how I would normally play review activities. I am not sure if it would work with Kahoot! or even be needed as points are based on both speed and accuracy, whereas other review games don’t usually consider the speed. Try both and leave a comment!!

Hit and Blow

Description

Students play in pairs. Each student gets a matching set of vocabulary cards (i.e. dog, cat, chicken, lion, panda, koala and kangaroo), and each pair gets one set of 5 set of X cards.

Ss do RPS. The winner is the 1st Master. Master chooses 5 cards and an order, and places them face down on the desk in a line.

One by one, Master points to a card and asks the target dialogue, for example, “What’s this?”. The other student picks one of their own cards and places it next to the indicated card, saying, for example, “It’s a ____.”

After Master has asked all 5 cards, they will then indicate if the answers are correct.

If the card is one the Master has chosen and in the same position as the Master, the Master will turn that card over. If the card is one the Master chose, but in a different position, the Master will do nothing. If the card is not one the Master chose, they will put down an X card next to the other student’s card.

The other student can then change their card position or which cards they had selected from the initial set of cards to try and guess the correct cards and order. The student has 3 chances (including the first round) to guess the correct cards and their correct order.

After 3 chances, the other student gets 1 point for every upside-down card, and 2 points for every card face-up. No points for any cards with an X.

Then students switch roles.

Depending on students grade level and difficulty of vocabulary, adjust the number of cards in the original set, but, in general I’ve been using 7 cards in the initial set.

Notes

The demo is very important for the students to understand this game. When working on it, even ESG3 could understand quickly when they saw a good demo.

– The X cards, for ease of understanding, should be placed next to the cards chosen by the other student, not the master to indicate that the card chosen by the other student is incorrect.

– Can be used for only vocab, question or answer. 

– Definitely demo this game in your meeting with your TT beforehand. 

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The Rugby Game

Description

Players: 1v1 or 2v2

Each group receives a game board, a deck of red mini cards and a deck of green mini cards. Students decide who will be the red team and who will be the green team.

The red team starts at the ‘start’ line and green team starts at the ‘goal’ line. Both decks are shuffled and placed face-down in front of each team. The red team’s goal is to make it to the ‘goal’ line while the green team are trying to stop them.

Start a timer for 3-4 minutes.

The red team draws the top card of their deck and places it on the field while repeating the target English on the card. They can place their card anywhere on the starting line. The green team then draws the top card of their deck and places it anywhere on their starting line while repeating the target English.

Players repeat their turns, placing cards on the field. Cards can only be placed either on the starting line or where an arrow from a previously placed card is pointing.

If a team wants to take over an occupied square, both teams play janken. The winner places their card on the space and the loser card is returned to the bottom of the deck.

If the red team reaches the goal line, they receive 6 points and all cards are shuffled into the deck. Play then repeats until the timer ends. If the red team has not made it to the goal line when the timer ends but have placed a card on either the 2 point or 4 point line, they receive that many points. The red team then adds up their total points.

Teams then switch starting positions. Green team is now attempts to score while the red team tries to stop them. A new timer is set for round 2. After the timer ends, both teams compare points to determine the winner.

Notes

The images on the cards can be changed to match the target english for the unit. 

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Shut the Box

Description

This game can be played 1v1 or 2v2. 

Each group receives a game board, 12 mini cards and two dice. The mini cards are shuffled and placed face-up in the spaces on the game board. Repeating cards are ok if you have less than 12 target English terms. Students then decide which pair will go first.

Team 1 rolls both dice and adds the two numbers together (e.g. 3 + 5 = 8). They then flip as many cards on the board face-down as possible adding up to their total (e.g. 8 = card 5 & 3 or card 7 & 1 or card 4, 3 & 1 etc.) Students repeat the target English for each card as they flip it over. Team 1 then takes a second turn rolling both dice and flipping over cards. Team 1’s round ends when they can no longer flip over any cards. Team 1 then count how many cards they managed to flip over. 

The cards are then shuffled and returned face up on the board. Team 2 roll the dice and take their turns. Once team 2 can no longer flip over any cards, both teams compare how many cards they flipped over and the team with the most cards wins 1 point. Both teams can continue playing until the teacher calls ‘finished.’ Pairs can then shuffle around the room if time allows for more rounds.

Notes

  • This game can be played 1v1 but playing 2v2 allows for more peer support. 

    A potential variation is to have one team trying to flip cards face-up while the other team tries to flip cards face-down. That way teams can alternate their turns. Feel free to try any variations to the rules.

Timer Dice

Description

STS make groups and get a set of cards. Each group picks 3 cards. At the start, all cards are worth 3 points. The STS repeat the HRT/ALT as they call out the vocabulary until the timer goes off. The HRT/ALT then rolls a dice. The number from the dice becomes how many points the last card that was called is worth. After 6 rounds, the game is finished and the groups see how many points their 3 cards are worth in total.

Notes

  • The number of cards each group picks will depend on how many total cards there are in the set. The more cards in total, the more cards the students should pick at the start of the round (a good amount is roughly 50%).
  • The amount of cards picked can change each round to add a sense of development in the game.

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Card Battle

Description

  • Students get pairs and a set of cards. Split the cards evenly between them, leaving one out (kept secret!). Students can see their own cards, but are secret from their pair.
  • The teacher gives values 1-9 to each card on the board. Higher cards win, except a 1 will beat a 9.
  • Janken. The winner asks the question, and loser answer with any of their cards. Loser then asks the question, and the winner answers with a card.
  • The card with the higher value wins, and that student gets 1 point.
  • Check points and switch pairs every few minutes.

Notes

  • With multiple sets of cards this could be done with a group, although I haven’t tried it.
  • You could do this with just the answer as well.
  • 1 beats 9 so the 9 card isn’t too strong. Feel free to experiment with different values and rules to make it more difficult/strategic. 
  • Inspired by the board game Stratego.

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Territory Game

Description

Students make pairs. They get one set of cards and a territory game board. They shuffle and place 6 of the cards on the middle two rows of the board. The teacher sets a timer and the students janken. The loser asks the winner the question, and the winner answers by choosing a certain card. They can then move the card to an adjacent space, as long as there is no other card on that space already. A card can’t be moved more than one space at a time, or past any other card that’s blocking the path. When time is up, each student gets one point for each card that is on their half of the board.

Notes

  • If using the template version, print it at A3 size and the spaces will be the right size for small (roughly 9.2 x 6.5cm) cards to go on in the spaces.
  • This game can be used to practice vocabulary, grammar, or questions and answers.
  • To practice vocabulary or grammar without using a question, the students janken and the winner simply says the target English that matches the card they choose to move.

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Search Game

Description

The students put all their cards face down. The teacher calls out the target English and the students repeat, until a timer goes off. The last card that was called is the key word. Students each pick one card and turn it over when the teacher says ‘go’. If a student turns over a card that matches the key word, they get one point. If no one gets the matching card, each student picks another card and turns it over when the teacher says ‘go’ again, until the card is found. They then shuffle the cards face down and start the next round.

Notes

  • An important point to this game is you don’t want students racing to turn over cards, as that will make things messy and disorganised (and unfair). Make sure that students wait for you to say ‘go’ before turning over one single card. You’ll need to say ‘go’ as many times it would take for each group to turn over every card, even if some groups find it on the first or second try.
  • The size of groups will depend on the number of cards you have in each set. For example, if you have 6 cards, it makes sense to play in pairs as this would give both players 3 chances to find the keyword. If you have 9 cards, playing in groups of 3 also gives each player 3 chances.
  • If you have a number of cards that doesn’t divide evenly between the students playing (e.g. prime numbers where the number isn’t equal to the number of students playing), one or more cards will not be turned over in a round. For example, if there are 7 cards and students are playing in pairs, after 3 chances to find the keyword there will be one card left. If this left over card is the keyword, then no one wins a point for that round.

Destiny Game

Description

Students make groups and pick two cards, leaving the rest face down. The teacher calls out the target English and the students repeat, until a timer goes off. If one of the cards they picked matches the last target English that was called, they can turn it over. This continues until the first group (or groups) can turn over both of their cards and win. For round two, they pick three cards, round three they pick four cards, and so on.

Dice Battle

Description

The students make pairs and get a dice each. The teacher picks a keyword. The students repeat until the keyword is called. Then, the students roll their dice. Whoever gets a higher number wins one point. If both students roll the same number, they both get one point.

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