Groups: Pairs

Mini Mega Janken

Description

The students make pairs, and each pair gets set of flashcards. They place the flashcards in a line and each student starts at opposite ends. They say the target English that matches the card and move to the next card in the line until they meet in the middle.

They janken, and the loser restarts at the start of the line and the winner continues from where they were. When one player reaches the end of the line, they win one point.

Notes

  • It may be helpful to rotate pairs every few minutes.
  • 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.

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Up/Down Numbers [How many…? Version]

Description

Students write a number between 1 and 20 next to each fruit on their worksheet (they can’t use the same number more than once).

They then make pairs and ask each other ‘how many [fruit]?’. Their partner guesses a number. If the guess is below what they wrote for that given fruit, they say ‘up’. If the number is above it, they say ‘down’. The first student to guess their partner’s number wins.

Notes

  • ‘Up’ and ‘down’ are not likely to be words the students will be familiar with, so practice them before starting the game.

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Up/Down Numbers

Description

Students get a small card with a number on it. They make pairs and guess a number. If their partner guesses a number below their card, they say ‘up’. If the number is above, they say ‘down’. The first student to guess their partner’s number wins.

Notes

  • ‘Up’ and ‘down’ are not likely to be words the students will be familiar with, so practice them before starting the game.

Evolution

Description

5 different animals are placed on the board in an ascending line. For example, at the bottom you could use ‘rabbit’ followed by ‘cat’, then ‘dog’, ‘monkey’ and finally ‘lion’.

The students all start as the bottom animal – for example, ‘rabbit’. They make pairs and ask each other the question, and answer using either their original ideas or a small card. Once they have both answered, they janken. The winner ‘evolves’ to be the next animal. The students then find new partners to talk to.

Once they ‘evolve’ to become a lion (or whatever top animal is being used), they win 1 point. They then go back to being the bottom animal (e.g. a rabbit) and continue to try and win more points.

Notes

In some versions of this game, the students need to gesture or act like their current animal. This usually isn’t necessary!

Lucky Card

Description

Students each get 3 random small cards. They make pairs, ask questions and answer using the target English and one of the cards they have in their hand. They then janken, and the winner can choose which of their cards they will exchange with one of their partner’s cards (also of their choice).

When time is up, the teacher picks a lucky card. Students get one point for each card they have that matches the lucky card.

Notes

The teacher can pick multiple cards to be lucky, certain cards can be worth more points than others, or there can simply be one lucky card.

What’s Missing?

Description

The teacher puts a set of flashcards on the board at the front of the class. The student try to memorise them, then all turn away and face the back of the classroom. The teacher removes one card, then the students turn back to the front. After some thinking time, the students can then volunteer to say which card is missing.

Notes

  • Asking for a single volunteer creates quite a high pressure environment. It may help to have the students make groups. Then, the group can be picked to volunteer together.
  • Alternatively, again in groups, students can assign themselves a number. Then, after the thinking time, the teacher calls one number and every student who matches that number can volunteer. For example, if the teacher calls ‘2’, every student who is number 2 from each group can volunteer. This means students can’t know who will be picked beforehand, and encourages peer support.

Connect 4 Dice

Description

Students make pairs and a Connect 4 Dice worksheet. Each student takes turns rolling a dice. Depending on the number the dice lands on, they can pick a space in the matching column and sayi the associated target English that matches the picture. They then put one of their ohajiki on that space. The first student to get an unbroken line of 4 ohajiki wins. Students can ‘block’ their partner by putting their ohajiki in between their partner’s line.

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Pair Dice

Description

Students make pairs. The teacher says the vocabulary in any order, and the students repeat. When they hear the keyword, both students roll their dice. The highest number rolled is the number of points that their pair wins. If both students roll the same number (even if they roll 1 twice), they get 10 points.

Notes

  • It’s easier if students don’t need to repeat the keyword before trying to grab the dice.
  • It’s best to introduce this game after the students are familiar with the regular version of the game.

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Go Janken

Description

Students make pairs. The teacher calls out random vocabulary words and the students repeat. When the teacher calls ‘go’, the students play janken with their partner. The student that wins janken gets one point.

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Keyword Karuta

Description

The students make groups. Each group gets some small cards with the vocabulary on them. The teacher picks a keyword. Students put that card in the middle of their group.

The teacher calls out random vocabulary words and the students repeat. When they hear the keyword, they try to grab the card. The student that grabs it wins one point.

Notes

  • For younger students, it’s best to have them put their hands on their heads while they’re listening, to prevent cheating.
  • If a student makes a mistake, it’s best not to have a penalty so they don’t lose motivation.
  • It’s easier if students don’t need to repeat the keyword before trying to grab the card.
  • It’s best to introduce this game after the students are familiar with the regular version of the game.

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