Time: 10 minutes

Telephone Game

Description

The students make groups (with as even numbers in each group as possible), and then make a line. The student at the front of the line gets a set of small cards. One member from the back of each group comes to the teacher and listens to them whisper the key sentence. They join the back of their line and repeat (by whispering) what the heard to the group member in front of them.

That student whispers to the group member in front of them and so on, until the student at the front of the line hears the answer. They pick the matching card from their set.

Once all groups have finished, the teacher confirms the answer. The student at the front of the line moves to the back and everyone else moves forward, and the game continues for the next round.

Notes

Ohajiki Zone

Description

Students make pairs and get a set of vocabulary cards. The cards are split into 3 groups. They also get one ohajiki (a counter/game piece) each. Each student puts their ohajiki on one of the cards. The teacher sets a random time on the timer (between around 30 seconds and 2 minutes), but turns the timer away from the students so they can’t see how long the round will be.

The teacher starts the timer, and calls random vocabulary. The students repeat them. When the timer stops, the students check the final vocabulary they said. Any student who has an ohajiki on the card that matches the last vocabulary called wins three points. Any student that has an ohajiki on the same group as the last vocabulary wins one point. The teacher then sets a new random time and the students pick a new vocabulary card for the next round.

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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

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.

Not 21!

Description

Students make groups. The first student starts at 1 and can say between 1 and 3 consecutive numbers. The next student continues from the next number. For example, student A says “1, 2, 3”, student B says “4”, student C says “5, 6”, and so on. Whichever student says “21” sits down. The last student standing is the winner.

Notes

  • Rather than skipping any student that sits down, the rule can be that they continue to play and stand back up if they say “21” again.

Order Memory

Description

The students make groups. Each group gets a set of cards for the target English, which they shuffle and place face down. The teacher picks three cards, and assigns them as number 1, 2 or 3. For example, if the target English is animals, they could pick 1 as dog, 2 as cat and 3 as monkey.

The first student turns over one card. All students say the matching target English for the card. If the pick the first order card (for example, ‘dog’), the student can continue and turn over a new card. If the second matches (for example, ‘cat’), they can turn over the next, and so on. If they flip over a card and it isn’t the next card in the sequence, they flip the cards back and the next student tries.

The first student to successfully get all 3 cards in the correct order wins one point. The cards are then all turned face down once again and shuffled for the next round.

Notes

  • The students shouldn’t shuffle cards if they pick the wrong one, only turn it back to being face down. This way the students can try to remember the position of each card.

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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