Students are in pairs. On the blackboard are the cards which are each assigned points. ALT/HRT sets a timer and calls the target English. When the timer sounds, the last called flashcard indicates how many points students can win. The pair do janken and the winner gets the points for that round!
Students are each given worksheet. In the three spaces provided, they write three of the studied vocabulary. Students make a pair and ask their partner 2 questions from their three options. They then make a note of their friend’s answer in the spaces provided (I just had my students put a tally mark in either the 〇 section or X section depending on friend’s answer). While the students are doing the activity, ALT/HRT writes a secret value of points under the 〇 and X cards.
When the timer sounds, the students sit down. The ALT/HRT reveals the values for 〇 and X. All students start from 5 lives. They then gain and lose lives depending on the secret values (for example, if 〇 is +1 and X is -1, students gain 1 life for every 〇 marked and lose 1 life for every X marked). Students write their total lives in the heart provided. Students choose three more options for round 2 and the ALT/HRT changes the point value for 〇 and X during round 2.
Students make pairs. The ALT/HRT/JTE sets the timer and says the target English. Students repeat. When the timer beeps, students play janken. The winner makes their move. They can choose any color block and draw it on their shared board. They then write their initial on the color block they used. If the color block is initialled, they can not use that shape again. The ALT/HRT/JTE sets the timer again and the game continues. The student who can’t place a block is the loser.
Using the Wheel
Run the PPT in full-screen mode. Click the arrow on the right side of the wheel to start it spinning. Click again to stop the wheel. Click on the chosen segment of the wheel to reveal the question and answer guide (Try to click the coloured section instead of the text).
Warm-Up Lucky Card Game
All students receive a coloured card. After checking and practicing the small talk question, everyone stands up and finds a partner. Students janken and the winner goes first, asking the question. The other student answers and then asks the question themselves. After both students have shared their answer, they exchange their coloured cards and find a new partner. After an allocated time (eg. 2min or 5 friends), everyone returns and stands behind their desks. The coloured cards are drawn randomly from a box one by one. Any student whose colour is drawn is eliminated and sits down. The final colour that is drawn is the lucky card for the day. Those students receive a sticker.
You can edit the questions on the wheel. Just scroll through the slides to change the matching question page.
Students make pairs and receive one copy of the game sheet, one dice and 3 ohajiki of a different colour (e.g.. 3 red and 3 yellow). Students then place their ohajiki in each of the boxes marked A-F along the top. Only one ohajiki can be placed in each box and players can’t share a box. An eraser is then placed in the [START] box at the bottom of the tree. The ALT/JTE starts a timer for 3-5min.
Players janken and the winner rolls the dice. If the outcome is a 1, 2, or 3, the eraser is moved to the upper left box. If the outcome is a 4, 5 or 6, the eraser is moved to the upper right box. Both players then repeat the target English in the box. The next player then rolls the dice and the game continues until the eraser lands in one of the top lettered boxes. Whoever’s ohajiki is in the final box wins one point. The eraser is then reset at the [START] and players can rearrange their ohajiki.
The game repeats until the timer ends. Players then compare points to determine the winner. Players can then rotate pairs for another round with a new partner.
Students are in pairs and each pair has one or two sets of small flashcards. They shuffle the cards and place them face down between themselves. On the blackboard, assign each of the big flashcards a point value.
Students janken. The winner gets to choose and turn over a card. The pair says the target English together. The winner of janken gets that card. This continues until there are no more cards face down. Students then count how many points they won!
Before the lesson, set aside sets of flashcards made up of 5 out of the 9 words. Make sure there is enough flashcards for each student to get 1 card. Each student is given a worksheet and a small flashcard. They keep the flashcard secret from their friends. There are 4 secret flashcards that no student has been given. The student’s goal is to work out what these 4 flashcards are.
First students mark on their worksheet what flashcard they have been given. Students all stand up and make a pair. Pair exchanges the target English and they mark down what flashcard their friend told them. At the end of the round, all students then write down their guesses for what the 4 secret flashcards are. Reveal the answer and check how many students got right!
I played this with just vocabulary but it can probably be played with answer only and question/answer.
For the demonstration, I only had 3 cards: 2 which were handed out (one to ALT and one to HRT) and we had to guess what the 1 secret flashcard was. Then we explained that during the game there is actually 4 secret flashcards and 5 flashcards that friends might have.
After reviewing all of the necessary vocabular and grammar, students make two donuts for two connected grammars, for example country and food or time and daily activities.
Students decide who starts, and that student tries to guess what cards they will turn over, for example: “I get up at 6”. Then they select and turn over a card from only one of the donuts. If that card matches their prediction, then they can get 1 point. If not, for example, they turn over the 7 o’clock card, they then use that card to make a new prediction: “I get up at 7”. Then they select and turn over a card from the other donut. If this card is a match, they can get 1 point, for a second chance at getting points. They can get 0, 1 or 2 points for each turn. Then play moves to the next student.
This game was originally shown to me by Aireen in a kenshu.
This should only be used when students can produce the language. The outcomes are limited, but not decided, so they will need to know the vocab and target grammar.
I sometimes use this as a single donut and a single vocab after playing the donut game. I did this with 3rd grade students with the vocab “what do you want? / I want a red heart”. We played it immediately after the normal donut game.
Students make groups. One volunteer from each group quickly draws a character on the board. Each character is given 20 ‘HP’ life bar. A flashcard is placed over each character.
Groups are randomly chosen. The chosen group first picks who to attack by making a sentence using the flashcard above it. They then roll a dice to see how much damage they do, taking that many ‘HP’ from their life bar. A group that is attacked gets a ‘shield’ for the next round and can’t be attacked. If a character’s life bar drops to zero, they lose – but can attack as a zombie, where the damage they roll is doubled.
It’s best to put a very strict limit on how long the students have to draw their character, or they’ll get too distracted!
Students make pairs and get one set of cards and a die. The first player gets points for face down cards and the second gets points for face up cards. The students place all their cards face up in a 3×3 grid. A timer is set for 1 minute.
The first player rolls the die and turns over as many cards as the number they rolled. Both players say the target English for each of the cards as they’re turned face down. The next player then rolls the die and can turns that many cards back face up, again, with both students saying the appropriate target English as they go.
When the round is finished, the winner is the player with the most cards facing in their direction. Players then switch who is the face up and face down player. After that, the pairs can be rotated.
Rounds should be short, though the length depends on the length of the target English they’re using.
