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SUGGESTED TOPIC: Like/Self-intro 



DATE ADDED: Feb 22, 2010






Grade 5ĉGrade 6ċ

  Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓHuge Classes (40+ Students)ÔBad/Misbehaved ClassesÕHandicapped ClassesÖ


15-30 min.

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Students play a competitive interview game using the 'I like ...' and 'Do you like...?' phrases.



  • PVC tape or cones for demarcation
  • Students names on magnets (optional)
  • Five pictures of different animials (optional)



  1. After teaching and drilling the 'I like...' and 'Do you like...?' phrases, split the classroom into four sections.
  2. Draw five columns on the blackboard, then write "Level 1" in one column, "Level 2" in the next column, and so on. Have the students either write their names or put their name magnets into the lowest level column. If you or the HRT so wish, you can place 'evolution' pictures suggesting that leveling up is evolving: ant, human etc.
  3. Explain the aim of the game is to reach the highest level but to level-up they must complete circuits around the classroom. Once a student has gone once round the classroom to the starting section, they're allowed to move their magnet up a column; or if the students have written their names on the board, they erase their name and re-write it in the next column up.
  4. Explain that to move from one section to another, students must interview each other. Demonstrate the dialogue with the HRT beforehand:
    • HRT: Hello.
    • ALT: Hello.
    • (Teachers Janken, the ALT wins)
    • ALT: Do you like apples?
    • HRT: Yes, I do / No, I don't.
    • ALT: Thank you, goodbye.
    • HRT: Goodbye.
    • (ALT moves onto the next section)
  5. To start the game, put all the students in section one and get them going.
  6. Once a child reaches the highest level have them sit down in an honorific row of evolved children (optional).



  • There are many variations of this game, it is best to have in mind how well a class interacts with each other and exactly how well they know each other.
  • Variation 1: Draw a 2-by-2 grid on the board and designate each section with a topic (fruits, animals, drinks and characters). When a child wins Janken they must ask a question related to the topic: (fruit topic) "Do you like strawberries?" / (character topic) "Do you like Doraemon?"
  • Variation 2: Try a 'Yes Evolution' game where students must receive a "Yes" answer in order to move onto the next section. HRT's often like this variation because it suggests that students have to think about each question before they answer a question.
  • Variation 3: Have a girl-vs-boy section (or two) in which the students must janken with students of the opposite sex. This creates a disincentive for students to form groups.



  • As always, ask the HRT how they would like to go about executing the game. Some teachers will like the idea of putting animal pictures above the columns, while others might believe it would be bad if a student got stuck with being a cockroach.
  • It's alright to let the students ask the object of the question in Japanese, as you are trying to practice the "I like..." and "Do you like...?". (e.g. -"Do you like みかん?")
  • The HRT may find it easier to understand your explanation of the game if you refer to Englipedia's Tanbo.



  • If you have students sit out of the game once they complete the levels, the pool of students inside each square may be reduced to the point where there are students stranded in sections without the chance of having someone to janken. In this case, either the ALT or the HRT should step in and play janken, or let previous winners take turns playing Janken with them.
  • Continually cheat, if you see a student not getting involved, or not having someone do Janken with (unlikely due to the competitive, fast-paced nature of the game), feel free to jump in and play Janken with them.
  • With bad classes who don't interact well, I would not suggest playing the 'Yes Evolution' game variation as I once had a class who kept saying "No I don't" to everything, which completly derailed the game.

概要: HERE



  • 上の「Materials Needed」に見てください。


  1. HERE


  • HERE


  • HERE


  • HERE



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