Time: 20 minutes

Lucky Combination Hunt

Description

Students are in groups and each group has two sets of flashcards (the two sets that make the target sentence). The groups shuffle the cards and place them face down in their group.

ALT/HRT sets a timer and calls the target English at random, creating random combinations of one card from each set. When the timer sounds, the last called combination is the lucky combination. Continue this until all combinations have been created (e.g. if you have 9 flashcards in both sets, make 9 combinations).

Once all combinations have been created, students then take turns in their groups to turn over the cards, trying to find the lucky combinations. When they find a matching combination, the group gets one point. If the two cards they opened do not match the combination on the blackboard, both cards are turned face down. 

Notes

I play this as an input/output hybrid game so when students are turning over the cards in their groups, have them challenge the target English as a group. I did this with the schedule unit for grade 4 and found it was quite effective and the groups were able to say the target English to a level that I was very happy about. 

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Character Battle

Description

Students make groups. One volunteer from each group quickly draws a character on the board. Each character is given 20 ‘HP’ life bar. A flashcard is placed over each character.

Groups are randomly chosen. The chosen group first picks who to attack by making a sentence using the flashcard above it. They then roll a dice to see how much damage they do, taking that many ‘HP’ from their life bar. A group that is attacked gets a ‘shield’ for the next round and can’t be attacked. If a character’s life bar drops to zero, they lose – but can attack as a zombie, where the damage they roll is doubled.

Notes

It’s best to put a very strict limit on how long the students have to draw their character, or they’ll get too distracted!

Up vs Down

Description

Students make pairs and get one set of cards and a die. The first player gets points for face down cards and the second gets points for face up cards. The students place all their cards face up in a 3×3 grid. A timer is set for 1 minute.

The first player rolls the die and turns over as many cards as the number they rolled. Both players say the target English for each of the cards as they’re turned face down. The next player then rolls the die and can turns that many cards back face up, again, with both students saying the appropriate target English as they go.

When the round is finished, the winner is the player with the most cards facing in their direction. Players then switch who is the face up and face down player. After that, the pairs can be rotated.

Notes

Rounds should be short, though the length depends on the length of the target English they’re using.

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Secret Number

Description

Vocabulary cards placed on the board are assigned even numbers from 2-18 (assuming 9 cards). The students make groups and each group gets a whiteboard and pen. The teacher randomly picks an odd number from 1-19.

The students repeat the teacher calling the target English until the timer goes off, and whichever card is called last becomes the keyword. Each round, the teacher says if their chosen number is ‘up’ or ‘down’ from the keyword’s assigned number. Each group writes what number they think the teacher might have picked.

One group can volunteer to guess at the teacher’s number. If they get it right, the groups that had the correct number get one point and the teacher picks a new number. If they don’t, the teacher keeps the same number into the next round. This continues until the rounds are up, and the group with the most points wins!

PPT Monster Game

Description

Split the class into groups based on how many vocab flashcards you have. Each group is assigned a flashcard. Repeat with a timer. The last card called is the group that gets to attack. One student is chosen to roll a dice for attack. Every three rounds student can pick one box to open for a power up. 

Notes

  • With grades 3 and 4 I find you don’t need groups to get points for defeating the monster, as they are happy just beating it. 5th grade and up may need to points for extra incentive.
  • I found letting the students use the power up 3 times helped the game move along faster, as an unlucky class will have a tough time getting past round 3.
  • The last three rounds are ‘boss’ rounds where the monster has phases, and refills their health bar.
  • Rounds 1-3: 7 health points. Rounds 4-6: 13 points. Rounds 7+8: 26 points. Round 9: 39 points.

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Janken Discard Game

Description

The students make pairs. Each pair gets a set of small flashcards, and the teacher picks one card to be the keyword. The cards are shuffled and placed face down. The students take turns in turning over a card and using the vocabulary to practice the target English. The card is then discarded in a separate pile. This continues until the keyword comes up. After saying the target English, the students janken. The winner gets one point for each discarded card (including the keyword card).

The cards are then shuffled and placed face down again, and the students continue. After a few minutes, the round finishes and the student with the most points wins. The teacher then picks a new keyword and the next round starts.

Notes

  • Changing pairs between rounds may help keep the game more interesting for the students and will increase opportunities for peer support.

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Plus, Minus, Double

Description

In groups or pairs, each get one set of cards. Groups divide cards into Plus cards, Minus cards, and Double cards (For a standard set of 9: 4 Plus, 4 Minus, 1 Double). Repeat with timer. Groups see where they put the last card called, and get (or lose) a point. If the card is their double card, their current points double. 

Notes

  • Feel free to play around with the third card and what its effect is!
  • After a few rounds they can shuffle the cards.

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Block Build

Also known as:

  • Tetris

Description

Draw a 10 block wide by any height square. Pick a random group to answer the question. Show the first card (or ask the question). The group answers with the corresponding sentence/answer. One member from the group picks a random piece out of a box/bag, and places it on the game board. The pieces can’t be suspended in the middle of the board (must follow gravity like Tetris). The group that hits the top line is eliminated, or the game resets. 

Notes

  • If groups are eliminated, it would be best as a warmup game with a small game board.
  • I made this for G5 Unit 8, or any unit where there is no question. For Unit 8, I would pull a random building card, and the group would have to use it’s English phrase, and it’s matching activity (*pulls library* – “We have a library,” “You can enjoy reading”)
  • This should also work with simple question/answer, or anything really.
  • There is probably a way to make this into an input/output game.
  • The file should be printed on A3 so the pieces are large enough.

Preposition Hunt

Description

Students are divided into groups. Groups are shown the screen. ALT/HRT asks the class the question and groups have talking time to think where the item could be. Groups then volunteer. HRT chooses a group, who stands up. The class asks the group the question which the group then answers. ALT/HRT clicks on the square relating to the answer the groups gave. If the group correctly guessed where the item is, they get 1 point. If they did not guess the correct space, another group has a chance to guess. Continue until either the item is found or the class could not find the item. 

Secret Word

Description

Worksheet instructions:

  • Choose a secret word you want the STS to find. Make it a word they will know. I also recommend doing a noun.
  • Depending on the word, make target English sentences (e.g if the word is ‘tiger’, which has 5 letters, make 5 sentences)
  • Each sentence should have 1 word missing, and in it’s place squares (e.g if the missing word is ‘run’, where ‘run’ would be in the sentence is 3 squares).
  • In 1 space of the squares, either put a star or some other defining feature. This part is important. The star must be in a square of the letter that will spell out the final word (e.g if the secret word is ‘tiger’ and the missing word is ‘run’, the first square for the ‘r’ will have the star/defining feature)
  • At the bottom of your sentences place the number of squares for the secret word (e.g if the word is ‘tiger’, put 5 squares)

Game rules: STS are in groups and each ST gets the above mentioned worksheet. On the blackboard/PowerPoint have the list of words needed for the blank spaces in the sentences. STS work together to put the correct words into the blank squares and then work out the word that the special letters are spelling. 

Notes

I have attached the worksheet I made for my class, but sadly I can’t make a template for this as it is dependent on the language of the class.