See rules for timer game / ohajiki time. The rules are the exact same but students to choose a colour instead of one of the vocab (in this case numbers). If the ordinal number called last is one of the ones in the row they chose then they get a point.
The whole class is divided into groups (usually based on the line they are sitting in) and each group is assigned a word.
For example, if the sentence structure is, “I like + food” then group 1 will be assigned the word ‘pizza’, group 2 will be assigned the word ‘pasta’ and so on. Students will talk with each other (depends on the lesson goal – I like pizza, how about you? / What food do you like? I like pizza) and then play janken.
The winner ‘infects’ the loser: so if the winner likes pizza, the loser now likes pizza, too. They say goodbye and talk with other students and the ‘infection’ spreads. At the end of the game, students can see which group ‘infected’ the most students and are therefore the winners.
In the demonstration, make sure to show that when you have been ‘infected’ once, you continue to talk with friends. The game does not end when you have been ‘infected’!
Also demonstrate what happens if you meet someone who likes the same food as you to avoid confusion (and unnecessary janken bouts) in game.
Remember to do a good/bad demonstration. Students must produce the English before playing janken (as with most janken games, students can bypass the English entirely) and encourage peer support. Remind them it’s not a race because sometimes students can forget which word they must use in that moment as it changes often throughout the game.
Before the game, you can write how many students are in each group under the relevant flashcard. At the end of the game, you can count and write the new number underneath. This provides students a visual aid to see what team won/lost and by what margin.
You can play this game in rounds very easily.
On the board, each target vocabulary is placed in a horizontal row. The class splits into two groups, and each group makes a line, one on the left side of the board and one on the right.
The first student in each group, starting from the left or right respectively, says each vocabulary on the board and moves towards the opposite side. When they meet the opposing player in the middle, they play janken. The loser goes to the back of their row and the second player in their group starts saying the vocabulary from the beginning until they meet the opposing player once again. This continues until one student reaches the other end of the board. Their team then wins one point.
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.
A set of large number flashcards shuffled and placed face down on the board, so no one knows which card has what number. Large flashcards for the vocabulary are then placed on top of the number cards, face up.
Students make groups and get a set of small vocabulary cards, and one ‘ohajiki’ (a counter/game piece) each. Each student in the group puts their ohajiki on any of the flashcards they like.
The teacher picks one of the vocabulary words, and the students repeat them. They reveal the number card underneath, and any student who picked it with their ohajiki wins as many points as the number on the card.
Students make groups and each get a set of cards with the target English on them. The teacher picks a keyword from the set. The students put an eraser (or pen lid, ohajiki, etc.) in the centre of their group.
The teacher/ALT says the vocabulary in any order. The students repeat. When they hear the keyword, the students try to grab the eraser. The student that grabs it wins one point.
