Time: 15 minutes

Five Guesses

Description

Students pick an item out of a set list (i.e. from vocabulary that they have been studying). They make pairs and try to guess what item their partner picked. If they guess correctly the first time, they win 5 points. If they guess correctly the second time they get 4, and so on. If they can’t guess in 5 turns, their partner can tell them the answer.

Notes

  • The number of guesses can be reduced, particularly if there aren’t many options to choose between.
  • A variation of this game is to have the students pick more than one item, and their partner gets one point for each item that they guess correctly.

Two truths, one lie

Also known as:

  • Truth or lie
  • True or lie

Description

Each student writes three sentences that follow whatever current grammatical pattern they are currently learning. Two sentences are true, and one is a lie.

They then make pairs and listen to each other’s sentences, and try to guess which one the lie is. If they guess correctly the first time, they win 3 points. If they guess correctly the second time, they win two points, and if they guess on the final try, they win one point.

Notes

Some students write an outlandish and obviously false lie. There’s nothing wrong with this, but it makes it very easy for their partners to guess! It may be best to recommend they try and make it difficult to guess which one is not true.

Double Puzzle

Description

Students make groups and each receive a set of puzzle pieces. The pieces have a split up picture on one side and parts of a sentence on the other.

The groups must first find out what the picture is, then flip the cards over and put the sentence in order. The sentence will have a blanked out word which is represented by the picture on the other side (e.g. if the picture is of a dog, the missing word in the sentence will be ‘dog’.).

The students write their answers on their worksheets. When they have their answer, they raise their hands and read it to the teacher. If the answer is correct, they get a new set of puzzle pieces.

Notes

  • Printing the template double-sided should line up everything as intended, but it might be best to do a trial run first.
  • The first puzzle is an enlarged version intended to be used for a demonstration.

Hex

Also known as:

  • Hexagon Game

Description

Each pair of students gets a worksheet that has several hexagons in a grid. Each hexagon has an image that represents a vocabulary word that the students have been studying. The goal is to try and make a complete line from one end to the other.

One player marks their hexagons with circles, and tries to go from the top to the bottom. The other marks with crosses, and tries to go from left to right. Each turn, a student marks their hexagon and asks their partner the question that matches the vocabulary word in that space.

The first player to complete a line wins. Once a student has picked a certain hexagon, their partner cannot pick that same space. Students can ‘block’ their partner’s line by picking a space that interrupts it.

Notes

The example worksheet can be printed double-sided, which lets each pair play 3 games. After that, they will either need a new worksheet or to erase their previous spaces to continue playing.

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Concentration

Also known as:

  • 神経衰弱
  • Shinkeisuijaku

Description

The students make groups, and each group gets two sets of the vocabulary cards. All cards are shuffled and placed face down.

Once they have decided an order, the first student turns over a card and says the matching vocabulary or grammar. They do the same with a second card. If the two cards match, they can take the pair and try again. If they don’t, they must turn both cards back over to the face down position and the next player’s turn starts.

Once all the cards are taken, they can be shuffled and played again. The winner is the player with the most cards.

Notes

  • This game can be used to practice either just vocabulary or grammar. It can also be used to practice asking and answering questions – the group can ask the player a question who then answers it based on the card they receive.
  • Some students try to shuffle the cards on every turn. While this won’t make the game unplayable, it does defeat the purpose of trying to memorise which card is which, so it’s best to discourage it!

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Connect 4

Description

Students make pairs and a Connect 4 worksheet. Each student takes turn in picking a space and saying the associated target English that matches the picture. The first student to get an unbroken line of 4 wins. Students can ‘block’ their partner by picking a space that interrupts their partner’s line.

Notes

  • One way to play this game is with either one student drawing circles on their chosen spaces, and the other drawing crosses. If students use pencil, they could erase their marks between each round.
  • Another way is for the students to use ohajiki or small cards to put down on top of their answer. This makes it easier to reset the game between rounds, but logistically it means there would be a lot of materials needed for each student and it may not be practical.

Bomb Game

Also known as:

  • Up/Down Game
  • Timer Game

Description

Students each get a small flashcard with one of the target English vocabulary words on it. A timer is set for around 1-2 minutes. The teacher calls out vocabulary randomly and the students repeat them. If the vocabulary that the teacher calls matches the student’s card, they stand up.

If the student is already standing up, and the teacher calls their vocabulary again, they sit back down. Once the timer goes off, students who are sitting down win one point. Students then change their cards, and start the next round.

Notes

In later rounds, half the class could start standing up while the other half starts sitting down to make the results more unpredictable.

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Race Game

Description

The students put small cards randomly onto the spaces on the board. The teacher picks random vocabulary and the students move an ohajiki onto the matching small card. If they don’t have that card on their board, they can’t move for that turn. For every lap of the board they complete, they get 1 point.

Notes

  • Students can shuffle their cards after a certain period of time.
  • The game can be played solo, or in pairs to reduce the number of boards and cards needed. If the students are in pairs, they work together and share points.
  • If the target English is the question, the students first ask the question to the teacher, who gives their answer using one of the possible vocabulary words.

Shape Zone Ohajiki: Phonics

Also known as:

  • Ohajiki
  • Alarm Game

Description

-Each kid chooses any keyword on the worksheet and places their eraser on that keyword

-Timer starts and students repeat after JTE/ALT (A-a-a-apple for example is how we did it)

-Once the timer ends, the last said keyword right when the timer stopped gets two points; if kids chose a keyword that is in the same column, they get one point; if it is not on the exact keyword or not in the same column, zero points. Each shape on the top corresponds to each column.

Notes

Timer should be under one minute

Can do group points together or pair points as well

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Phonics: Connect Four

Description

-Between the pair, rock paper scissors and winner goes first

-The first person rolls a dice. The number that they roll corresponds to the column indicated by the dice number

-The first person that rolled the dice can choose any square within that column only and they have to write the letter that applies to the blank. As they write, they should produce the sound and the pair repeats.

-The other person does the same thing. It keeps going until one person gets four squares in a row diagonally, horizontally, or vertically. The winner gets one point and the game resets.

Notes

You can make game pieces, but I laminated and used whiteboard markers to cut time on making materials (since I did not have a lot of time).

Can also do three in a row if the board is too small