The students repeat the target English with the teacher until time runs out. The teacher then shuffles a deck of small flashcards cards and discards one card at a time until the keyword is found. The class gets one point per discarded card. The deck is then reshuffled and continues for the next round.
Students make groups and get a deck of small cards each. They shuffle the cards face down and put them in the middle of their group. The teacher then calls the target English randomly using the large flashcards, and the students repeat. When the timer goes off, the last card that was called becomes the keyword. Each group then discards the top card from their deck. If the card matches the keyword, they get one point. If it doesn’t match, they can discard another, until they find the keyword card. They get one point per card they discard (including the keyword card).
In later rounds, you could add a new rule that instead of getting one point per additional card they discard, they start with points that equal however many cards they have total, and lose one point per card that is discarded.
Students make groups and divide small vocabulary cards between themselves. They repeat the teacher until the timer goes off. If the last called target English matches one of their cards, they can put it down.
After a certain number of rounds, whoever has the least cards wins one point. If more than one student has the least cards, they each win one point. If any student has no cards left, they win five points.
Students make groups and get a set of small vocabulary cards. They shuffle the deck and place them face down. The students ask the first player the target English question, who answers with a guess as to what the top card of the deck is. They then turn over the card. If it doesn’t match, they discard it face up. If it does match, they win one point for that card and each remaining card in the deck. They then shuffle all the cards and reset the deck.
In later rounds, a ‘joker’ card could be added – if the joker is found before a student guesses correctly, that player could lose a certain number of points.
Each group gets a set of cards. Each group splits these cards into two sets – ‘yes’ and ‘no’. They can put as many cards as they like into either set.
The students then repeat the target English with the teacher until the timer runs out. The teacher puts the last called card into their own ‘yes’ or ‘no’ set, depending on what their last answer was. Once all the cards have been sorted into one of the sets, the groups check their own cards. They get one point for each card that is in the same set that the teacher chose.
Students are in groups and each group is given either a sheet/flashcards with all the vocab or a set of number cards to correspond to the numbers in the game. On each slide insert images corresponding to the target English.
ALT/HRT/JTE sets a timer and goes through the target English on the screen. When the timer has gone off, give STS some time to guess where they think the real image is. They guess by placing an ohajiki on the flashcard that corresponds to the space. After, click the next button to reveal where the real image is.
STS who guessed the correct place get 1 point!
STS are in groups and each groups gets a game board and a set of small cards. Each set of small cards should have 1x princess, 1x dragon and 4x nothing cards. On the blackboard, assign 6 target English flashcards a number 1~6. STS shuffle the cards and place them facedown on the game board.
ALT/JTE sets a timer and calls the target English. STS repeat. When the timer sounds, the last card call indicates a number. Groups turn over the card on their game boards that corresponds to the number of the last called flashcard. If a group turns over the princess card, they get 1 point and shuffle and reset their cards. If a group turns over the dragon card, they do not get any points and must shuffle and reset their cards. If a group turns over the nothing card, nothing happens. No points and no shuffle.
Give each student three random cards. It would be great if they get at least one reverse card. Students stand up and find a partner and practice the grammar structure. They then play “rock, paper, scissors.”
Without showing the cards, the winner picks one from the loser’s hand. There are three scenarios:
If a student runs out of cards, they ask the teachers for two more cards. The student with the most money wins the game.
It would be great if each student gets at least one reverse card.
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.
In this team game, students will take turns pantomiming a vocabulary verb for the other members to guess. This game’s purpose is for students to effectively say sentences such as “She can swim” and “They can’t play kendama” on their own.
Put at least as many gacha as there are members in each team. For example, if there are 4 members, there should be four gacha in the basket. Each gacha will have two cards inside: the verb vocabulary card, and the point card. Sandwich these cards together, backside facing outwards, to keep the cards a mystery. Bend the card slightly into a U shape to fit into the gacha. Place the gacha in the container.
Each group gets a set of cards, face down, on their desk to make their sentence. For example if the target English is can/can’t, they would get a set of pronoun cards and modal can/can’t cards.
Player 1 turns over the cards and opens one mystery gacha. They secretly peek at the action verb, then pantomime/gesture it (without saying the word themselves) for the remaining players to guess as a team. For example, if the two cards on their desk are ‘she’ and ‘can’t’, and the gacha card is ‘swim’, player 1 pantomimes someone who CAN’T swim. The correct answer would be “She can’t swim!” The players must say the whole sentence for the game to be effective English practice. If the remaining three players can guess correctly within 3 tries, they will win the number of points within the gacha ball.
