Students make a sentence by picking 1 option from 3 different sections, then try to guess their partner’s sentence.
Their partner tells them how many parts (out of 3) they got right.
The students must piece together the sentence by process of elimination – the sooner they guess it correctly, the more points they get. Once both students have finished their sentences they can make a new sentence (either with the same partner or in new pairs).
Students make pairs. Each group gets a worksheet with some questions.
One student stays seated while another stands up and walks to read cards placed around the room. They find the card that answers their question and remember it. They come back and tell their partner who writes down the answer.
When they finish the question, they switch reading and writing roles and answer the next question.
Students pick an item out of a set list (i.e. from vocabulary that they have been studying). They make pairs and try to guess what item their partner picked. If they guess correctly the first time, they win 5 points. If they guess correctly the second time they get 4, and so on. If they can’t guess in 5 turns, their partner can tell them the answer.
Each student writes three sentences that follow whatever current grammatical pattern they are currently learning. Two sentences are true, and one is a lie.
They then make pairs and listen to each other’s sentences, and try to guess which one the lie is. If they guess correctly the first time, they win 3 points. If they guess correctly the second time, they win two points, and if they guess on the final try, they win one point.
Some students write an outlandish and obviously false lie. There’s nothing wrong with this, but it makes it very easy for their partners to guess! It may be best to recommend they try and make it difficult to guess which one is not true.
Each pair of students gets a worksheet that has several hexagons in a grid. Each hexagon has an image that represents a vocabulary word that the students have been studying. The goal is to try and make a complete line from one end to the other.
One player marks their hexagons with circles, and tries to go from the top to the bottom. The other marks with crosses, and tries to go from left to right. Each turn, a student marks their hexagon and asks their partner the question that matches the vocabulary word in that space.
The first player to complete a line wins. Once a student has picked a certain hexagon, their partner cannot pick that same space. Students can ‘block’ their partner’s line by picking a space that interrupts it.
The example worksheet can be printed double-sided, which lets each pair play 3 games. After that, they will either need a new worksheet or to erase their previous spaces to continue playing.
The students make groups, and each group gets two sets of the vocabulary cards. All cards are shuffled and placed face down.
Once they have decided an order, the first student turns over a card and says the matching vocabulary or grammar. They do the same with a second card. If the two cards match, they can take the pair and try again. If they don’t, they must turn both cards back over to the face down position and the next player’s turn starts.
Once all the cards are taken, they can be shuffled and played again. The winner is the player with the most cards.
Students make pairs and a Connect 4 worksheet. Each student takes turn in picking a space and saying the associated target English that matches the picture. The first student to get an unbroken line of 4 wins. Students can ‘block’ their partner by picking a space that interrupts their partner’s line.
The students put small cards randomly onto the spaces on the board. The teacher picks random vocabulary and the students move an ohajiki onto the matching small card. If they don’t have that card on their board, they can’t move for that turn. For every lap of the board they complete, they get 1 point.
-Between the pair, rock paper scissors and winner goes first
-The first person rolls a dice. The number that they roll corresponds to the column indicated by the dice number
-The first person that rolled the dice can choose any square within that column only and they have to write the letter that applies to the blank. As they write, they should produce the sound and the pair repeats.
-The other person does the same thing. It keeps going until one person gets four squares in a row diagonally, horizontally, or vertically. The winner gets one point and the game resets.
You can make game pieces, but I laminated and used whiteboard markers to cut time on making materials (since I did not have a lot of time).
Can also do three in a row if the board is too small
Each student recieves one sheet of six characters (2 per page) and secretly chooses one character. They then give their partner one hint at a time using “I like…” and the partner guesses which character they are.
Eg. “I like cats.” “Are you Keisuke?” “No. I like bananas.” “Are you Yui?” “Yes, I am.”
The number of guesses determines how many points they receive. Students then find a new partner and choose a different character. Tally up points after the aloted time.
Currently playing this game with JHS1 as they are revieiwing “I like…” in chapter one. Could also be played with 5th/6th ES.
