Recommended level: Junior high grade 3

Crossfire 2:0

Also known as:

  • Crossfire

Description

Students are in groups and the goal is for the entire group to be seated. They do not need to move their desks, just keep the class as is. We then follow the regular crossfire procedure: everyone stands up and the ALT asks a question. Then we break from tradition. Set the timer to 10/20 seconds. Each group then peer checks an answer between them. When the time is up, students can volunteer to answer. The JTE then chooses one student. The student answers then rolls the dice. Depending on what they roll, select students sit down. The first group to have everyone sitting down wins…until someone rolls a one and everyone has to stand up again!

Notes

Crossfire is often used at JHS as a review game. While students may be answering questions they have previously studied, they’re put on the spot to answer the question with no review time. It’s not a review game. It’s very high pressure, high stress and has a huge amount of downtime for other students. Students can easily pass the entire game doing absolutely nothing. I was asked to play this game at a JHS and couldn’t bring myself to do it, despite the insistence. I went to Paul for advice and this was the result. It’s not a perfect game, I don’t think it really has a place in our classes but it’s a huge step up from crossfire in the current form and it worked well. 

Element Game

Description

Firstly, explain the strengths and weaknesses of each element. Water beats fire, fire beats earth, earth beats water. Air beats water, fire and earth. Pollution beats air, but water, fire and earth can all beat pollution.

Give each student three random element cards. The students stand up and find a partner, then practice the target English. The students then both pick one element card from their hand. Instead of saying “rock, paper, scissors,“ they count down “3..2..1.. Show!” Whoever has the winning card takes their partner’s card.

In case of a tie, both students place their cards somewhere (like on a desk or chair) and continue to the next round until there’s a winner. The winner collects all the cards.

If a student runs out of cards, they ask the teachers for two more cards. The student with the most cards at the end wins the game.

Notes

  • Make sure they count down “3…2…1…Show!” or any other chant you would like in English. If not, there is a chance for students to just say “せーの” if the English is not emphasized.
  • Print enough cards so you will have spares for the losing students.

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Lucky Star Game

Description

Students make groups or pairs. Each group/pair is given the two sets of cards. After shuffling both sets of cards, the students play rock, paper, scissors. A Lucky Star card is picked to indicate the number of stars needed to win the round. The winner picks a card first then the other students choose a card going in clockwise order. In the same order, the students read their cards using the target English without revealing their cards. Once they’ve all finished, they reveal their cards and the card with the matching number of stars is the winner.

Alternatively, you could choose to pick the Lucky Star card after all students have revealed their cards, so it keeps the winner a mystery till the end of the round.

Notes

The Lucky Star Game Cards powerpoint can be edited to make your game cards. Then export it as a pdf to print.

Review Extravaganza

Description

Prepare the PowerPoint and alphabet point cards on the board. Have the students make groups of around 4. Assign each group a number and write the group numbers on the board. Also assign each student within a group a number between 1 and 4.

The game begins when you ask the first question. After revealing the question, give the groups time to peer check. Then draw a group number and a student number. If the student answers correctly, their group gets a chance to pick one of the alphabet point cards. They score whatever points are on the back of the card. Once a point card has been picked, it can’t be picked again. The game continues until there are no point cards left.

Notes

  • For the point cards, I print two per page, so the pages are ordered as such.

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Elimination

Description

Show students 9 possible points they could get. Secretly write/place the points under each. Repeat with a timer. Reveal the points under the last card called. Those points are gone. Keep repeating until you are left with one card. The class then gets the points from the last card.

Notes

  • A possible variation is having one more point card than vocab words. Those points go to the teacher (secret is best). The goal is to have more points than the teacher at the end.
  • I say 9 possible points. This is based on how many vocab words you have. 

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Ichi

Also known as:

  • Uno

Description

The attached file is for one set. Game is played the same as Uno, but using whatever grammar form you want to practice. Students/ALT can choose if they want to have +2 cards stack rule, or any other variations they know. The cards are blank and can be printed out, written on, them laminated and cut. 

Notes

  • Most students know the game, and its fairly easy for the group to teach anyone who doesn’t. Wouldn’t hurt to demonstrate though, of course.
  • I had the verbs buy, eat, visit, and see. The students could put down cards of the same verb as well as the number and color. I thought those 4 were fairly versatile, but you can do any. Another option is doing all different verbs and they don’t stack.
  • The attached file is for one set. They are pretty small in order to save on materials, as you’ll have to make multiple sets (I did 6)
  • I recommend using this after they have already studied the grammar, but depending on how difficult it could possibly work the same class. I did this with “I want to go OO” and encouraged them to use Japanese foods, places, etc to reduce the difficulty.
  • Card background made by Paul 😀

Protect the Cheese

Description

Follow the instructions on the 2nd slide to choose the target word for the game. Zooming the slide out makes it easier to adjust.

Students guess one of the letters for the hidden word. If the guess is correct, click the corresponding circle to reveal the letter. If the guess is incorrect, note it on the blackboard and then click on a piece of cheese to play the animation. If all letters are correctly guessed and the class can read out the word, click the ‘W’ button to play the winner screen. If they lose all their pieces of cheese before figuring out the word, reveal the answer and click the ‘L’ button to play the losing screen. 

The game can be run any way the teacher sees fit. However, to avoid students not engaging, or having only a handful of students volunteering, here is a potential way to run the activity.

1. Arrange class into groups. Give each group a mini card of the target vocab for the unit. Place large flashcards of the same target words on the blackboard.

2. Start a timer and have students repeat each of the vocab. When the timer ends, the group with the mini card for the last called vocab can peer check and choose a letter to guess.

3. Repeat until the class figure out the hidden word or lose all their cheese. 

Students can’t call out the answer until all letters have been revealed. The team that guesses the final hidden letter can then attempt to read out the answer.

Notes

  • You can use any length word you want. Just copy/paste the circles to add more letters.
  • If students guess a letter that appears more than once in the word (eg. dOctOr), I usually only reveal one of them each turn.

Lava Game

Description

You can make whatever rules you need. 

I was thinking of a target English repeat activity where everyone is looking at the relevant English on the board, then as a class they can answer a related question. If they get it right they go to round two, before which they have to do more repeating. Same for round three and beyond. 

Notes

When I made this game, I made it with JHS in mind. There is often very little chance to introduce the new English or review previously studied material before an activity. I imagined this would be a good way to encourage repeat of target English while simultaneously having an English activity – something to balance the ALT’s goals and the JTE’s goals.

I thought we could put the flashcards – whatever target English – on the board. Set a timer and have the students repeat: sentences, words. Whatever you need. 

When the timer beeps, they can play the first round of the Lava Game and work together as a class to answer the question. They can do another round of repeat, then they can try round two of the Lava Game. Another round of repeat, then try round three of the Lava Game – as many rounds as you need.  

It’s easy enough to edit but not suitable for group play, really. There is a right/wrong answer only. If you get it wrong, you explode and the game is over. 

Bomb Sweeper

Description

Put all cards on the board, and hide the star and bomb card under any two cards. Repeat with the students until the timer goes off. Remove the last card called. If there is nothing under it, the class gets one point. If there is a star, the classes’ points are doubled. If there is a bomb, the round ends and the class keeps whatever points they gathered. Reset and try to get more points the next round. 

Notes

  • You can introduce more special cards as you go to make it longer. Please comment if you discover any good variations!
  • This could be used as a warmup or input game depending on your variations and delivery.
  • The could also be turned into a group game, although I’m not sure how they would hide the special cards. Please comment if you find a good method.

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Zombie Virus Game

Description

For this game, there are humans, zombies, and doctors. The teacher will choose select students to start off as zombies or doctors (how many depends on the size of your class). Small cards can be given to each student to let them know what they are.

When the game starts, students go around and play each other in rock, paper, scissors. The loser asks the question and the winner answers OR if your target language consists only of a statement, just have the winner say the statement.

Depending on what the student is (human, zombie, or doctor), they respond with different answers if they win rock, paper, scissors. Make sure students whisper their answers in the other student’s ear so they don’t reveal what they are to surrounding students. Zombies turn humans into zombies and doctors turn zombies back into humans, but only if they are the winner of rock, paper, scissors. If a human wins, nothing happens. At the end of the game, if more than half the class are humans, humans win! However, if more than half are zombies, zombies win!!

Notes

This game has never been played. If you do try it out, please leave a comment!

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