Files included:
Lesson Plan,
Animal Cards (1 set Hunters, 1 set Animals)
➀ Teacher to divide the class into 2 groups with equal members.
➁ 1 group will be the Hunters, and the other group will be the Animals.
➂ The teacher will give 1 random animal card to each student. Each animal has 2 identical cards – one in the Hunters group, and 1 in the Animals group. The students must not show their card to other students.
➃ The animals will stand in 1 line in the front of the room, and will answer questions from the Hunters.
➄ The game will be played with Hunters asking “Who” questions to the animals, to narrow down which student has the same animal card as they have. (Hunters take turns in asking 1 question each to the whole group.)
Sample Questions:
Who has __ legs? Who has wings?
Who can fly? Who can swim? Who can jump?
Who is color _ ?
Who lives on water / land ?
Who likes to eat ___ ?
➅ If the question applies to their animal, (answer is yes), the animal must step forward. Animals will raise their hand and say, "I do/I am/I have."
➆ The goal of the game is for the Hunters to race and find out who their partner student with the same animal is. Hunters can take down notes or memos about which students answered yes or no to the questions.
➇ If a Hunter wants to guess, they can raise their hand and ask: "Student A, are you a/an __ Animal?" If they guessed correctly, they win 1st place.
➈ The other hunters continue the game by asking questions, until everyone is matched or until time runs out. The interrogation and guessing will last for 15 minutes.
➉ A second round will be played, with hunters and animals switching roles, and the teacher giving random 1 animal card again to each student. This will also last for 15 minutes.
Notes:
a. You can change the animals, and narrow it down depending on your class size. (I used only 12 animal cards).
b. I didn't have time anymore, but better if you can add Katakana of how to pronounce English names of animals, as some students are not familiar with all of the animals.
c. You can take time to explain it fully at the start, and give sample questions or translations of common questions or words (example: body parts of animals like tail, ears, etc.) So students can think of questions independently.
d. If you will change your animals, I suggest picking some slightly similar ones to make it a bit challenging, and get hunters to ask several questions. (Example: I added 3 black-and-white animals, and 2 snake-like animals so students who ask that question, will have to ask another one to narrow it down.)