Time: More than 20 minutes

Damsel in Distress

Description

Students are in groups. Each group gets a game board, a set of quest cards, a set of small flashcards and a die. Student’s place their ohajiki at the stairs of the castle. The set of small flashcards is shuffled and placed in a pile face down. The quest cards are shuffled and placed face down in the spaces on the game board.

The group asks the first player the question. The first player then rolls the die and moves their ohajiki to the number on the board. They then take the top card from the set of small flashcards and answer the question using the target English. Once the student has said the answer, they turn over the quest card associated to the number they rolled. Each round has certain rules for certain cards:

Round 1: If the quest card is the key, potion, shield or sword, nothing happens. The card remains face up and the next player has their turn. If the quest card is the dragon, all quest cards are shuffled and reset. All players are moved back to the stairs and the game continues. If the quest card is the princess, the player that found the princess gets 1 point. All quest cards are shuffled and reset. Players are moved back to the stairs.

Round 2: In round 2 there are 3 dragon defeating cards. If the potion, shield or sword is found BEFORE the dragon is, then the dragon card has no effect if found. If the dragon is found before the potion, shield or sword, then the quest cards are shuffled and reset. 

Round 3: In round 2 the key must be found BEFORE the princess. Once a player finds the key, any player who finds the princess after gets the point. Once the princess is found, the quest cards are shuffled and reset. Players are moved back to the stairs. The rule about the dragon, shield, potion and sword remains the same as round 2. 

The player at the end of the game with the most points is the winner!

Notes

I played this game with my 5 graders for ‘what do you want’ ‘ want~’ and it worked pretty well. We only did the rules for round 1 (but we did 2 rounds of it) but I plan to play it again sometime this year with a rule escalation. 

I have also made a 2nd version of the cards in case you don’t plan to use the key rule (I have replaced the potion card also). I added a ‘nothing’ card in which nothing happens when that card is revealed. There is 2 per set. 

This game was designed for question and answer lessons, but should also work for answer only lessons too.

Card Attack

Description

The students make groups. Each group is assigned a vocabulary card and picks which Card Attack card they want to use (from a choice of any random 3 cards). Each group’s chosen card is put on the board, below their vocabulary card.

A group is randomly picked. The class asks the target English question to that group, who then pick another group to attack by giving an answer that uses that group’s assigned vocabulary card.

Depending what card they have, they will do from 1-3 damage. They also do bonus damage, or have their damage reduced based on what type of card they are attacking. Red cards do +1 damage to green cards but -1 damage to blue cards, and so on. Stronger cards do more damage but have less health. Any group that lands the final attack that reduces their opponent’s health to zero or below wins one point. Groups whose card is defeated get to pick a new card.

Notes

  • There are three sets of card types, each with a ‘triangle’ of effectiveness. The most simple way to play the game is to first only use one set of cards (for example, red, green and blue), and introduce the other two sets later in the game (or from the second time the game is played onwards, after the students have become familiar with the rules).
  • It is advisable to print out and show the effectiveness charts (see ‘Card Attack Chart.pdf’) and leave them on the board so the students can refer to them while they play.
  • You can either print and cut out the ‘marble’ images (also in the ‘Card Attack Chart.pdf’ file) and put small magnets on them to use as damage counters, or just keep track of everything by drawing marks on the board manually.
  • In this version of the game, the whole class plays together in their groups. In this case, you’ll want to use the full page cards in the latter part of the ‘Card Attack.pdf’ file.
  • This game can also be played within groups (or in pairs) by printing and using the small cards at the beginning of ‘Card Attack.pdf’. It’s recommended that you play this version of the game after the whole class has played together before.
  • While the game may seem rather complicated, many students are familiar with how this type of game generally works! Just make sure to demonstrate that attacks do +1 damage to cards they are strong against, -1 damage to cards they are weak against, and that the team who deals the final blow to a card wins one point.
  • An easy way to ensure a different group is picked randomly each time, while still ensuring that each group gets a turn, is to have use small number cards. Shuffle the deck and pick a card, and the group that matches the card has a turn. Leave that number card out of the deck for subsequent turns, until all groups have been selected at which point all the cards are shuffled back together and used again.

Territory Game

Description

Students make pairs. They get one set of cards and a territory game board. They shuffle and place 6 of the cards on the middle two rows of the board. The teacher sets a timer and the students janken. The loser asks the winner the question, and the winner answers by choosing a certain card. They can then move the card to an adjacent space, as long as there is no other card on that space already. A card can’t be moved more than one space at a time, or past any other card that’s blocking the path. When time is up, each student gets one point for each card that is on their half of the board.

Notes

  • If using the template version, print it at A3 size and the spaces will be the right size for small (roughly 9.2 x 6.5cm) cards to go on in the spaces.
  • This game can be used to practice vocabulary, grammar, or questions and answers.
  • To practice vocabulary or grammar without using a question, the students janken and the winner simply says the target English that matches the card they choose to move.

Similar Games

Go Fish

Description

The students make groups. Each group gets a deck of cards, and each student is dealt the same number of cards. Remaining cards are left in a deck in the middle. If a student has a pair of the same card, they can take it out of their hand and put it in a separate discard pile.

The player asks any other student in their group if they have a certain card, using the target English. If the student they asked doesn’t have the card, they answer ‘no’ and player must pick up an extra card from the middle deck. If the middle deck is empty, the discard pile is shuffled and used. If that student does have the card, they answer ‘yes’, and give that card to the player. When a player has a matching pair of cards, they can discard it.

The goal is to be the first player with no cards remaining in their hand.

Notes

  • It is best that each student starts with an odd number of cards, so no one can instantly win by making pairs.
  • Once a student wins, it is recommended that the game is reset and the students start again. If the remaining students play until everyone has no cards left, those first few who finish will be left out for quite a while.
  • The player can either freely ask any student they like for cards, or they always ask the student next to them in a circle. The former is more difficult to demonstrate but allows for more interesting strategy, the latter is simpler but may make the game less interesting.
  • This game generally requires a lot of cards! Assuming an average class of around 30 students split into 6 groups of 5 students, at minimum you would need around 108 cards (3 starting cards for each student plus 3 in the middle deck). 5 starting cards with 5 in the middle deck would need 180 cards total.

Battle for Fujieda

Description

The game plays similar to the standard map game with a few changes. Please refer to the attached pdf for rules and how to prepare the slides.

Super Castle Wars

Description

This follows the standard pattern for class review games in which the student split into groups, each group member is assigned a letter and is called upon to possibly answer a question following a peer check period. This PowerPoint has groups battling to destroy each other’s castles while repairing their own. You can adjust the rules to suit your needs. You can choose to assign points, add bonus points for having a complete castle, minus points for each castle part that is destroyed. It’s up to you. 

Battleship

Description

Using the worksheet, the students first draw their ‘battleships’ on the top half of the page. In the grid of squares, they shade out one row of 4, two rows of 3 and one row of 2. These can be horizontal or vertical, but not diagonal.

Next, making sure their partner can’t see their worksheet, they make sentences by combining the two parts of the sentences on the left and top axis of the grid. Each combination points to a particular space on the grid. If their answer matches a space taken up by a ‘battleship’ on their partner’s worksheet, their partner says ‘hit’. The student can mark that space on the bottom half of the page with a circle. If their answer matches an unused space, their partner says ‘miss’, and they can mark it with a cross.

The students take turns until all the first player is able to hit all the spaces their partner chose. If you print the worksheet as double-sided, they can draw their battleships in new places and play a second game if time allows.

Notes

Students may not know or understand ‘hit’ or ‘miss’, so saying ‘yes’ or ‘no’ (or anything more appropriate to the target English) may be more appropriate.

Asleep/Awake

Description

Students make groups and pick a number (1-5). They each get a worksheet. All students go to ‘sleep’ – i.e. they close their eyes and put their heads on their desks.

One student at a time in each group is called by their number to be ‘awake’ – i.e. they can open their eyes and look at the board. A word or two from a mixed up sentence is written on it and they need to remember it without saying it out loud or writing it down.

The student then goes back to ‘sleep’ and the next group member ‘wakes up’ and reads the next part of the sentence. All students in the group then wake up and work together to put together the sentence. At this point they can write each other’s words on the worksheet and put the sentence in order.

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.