MES English

Eigomon (ay-go-mohn) is a card game based on the three powers fighting to control the universe.There are three teams:

The Red Team: robots and aliens

The Blue Team:  mythological creatures

The Green Team: humans and animals

Each team has 4 leaders and 28 fighters.  The cards contain the following information: name, picture, age, height, I.Q., speed, strength, stamina, agility and a power ranking.  The game is designed to practice comparative/superlative forms (more ... than .../the most ...)

The Game:

1. Separate the students into 3 teams and give them the cards and the guide.  They should distribute all the cards amongst their team members somewhat evenly.

2. Students battle by laying one card** on the table face down. Then they play rock-paper-scissors and the winner chooses the question:

Which (one) is older?  Which (one) is taller?

Which (one) is smarter? Which (one) is faster?

Which (one) is stronger?  Which (one) has more stamina?*

Which (one) has more agility? *  Which (one) has more power? *

3. Higher number wins and the winner says something like "Mine is stronger (than yours.)" and takes both cards.

4. The students break away and go find a new partner.

The game is to be played in a War card game fashion.  If there is a tie the students lay 1 or 2 more cards down and play again.  The winner of the second round gets all the cards.  Three or more students may battle at the same time.  This would allow for practicing the superlative:  Which is the oldest?  tallest?   strongest? etc.  (Students can also play using young, short, dumb, etc. if you want to practice the opposites, but nobody wants to win because they were the dumbest, slowest, weakest, etc.)

·  I don't allow the students to look at the cards before asking the question.  It makes it a little more random (exciting and disappointing.)

· Instead of mine and yours the students can use the names of the characters or he-him after winning.

*Stamina, Agility, and Power Ranking may be ignored if the grammar is too difficult.

** for small classes (less than 6 people) have them lay 3-4 cards on the table and use the same question 3-4 times.  This will help to move the cards around quickly, advancing the game.

The goal of the game:

A Type:   Let the students battle each other and before the game gets stale sit them down and count their cards.  Fighters are worth one point and leaders are worth three.  This is the fast and easy way.

B Type:  There are 4 leaders on each team.  If one team can capture another team's leaders, the team is destroyed and forced to fight with the victor.  The game continues until one team controls the universe.

I usually allow them to battle for 5-10 minutes and then sit them down in their teams and give them some strategy time.  (This is when I explain that they want to capture the other teams leaders. It's easier to explain longer versions as you go along.)  Once they're back in their teams I explain they may trade cards with other teams if they wish; one leader equals five fighters or leader for leader.>  They may trade to get their leader back or ally with one team and trade to destroy the third swapping leaders, whatever.  Then let them battle again and repeat until one team controls the universe.  This is the fun long way.

C Type:  This is the complicated long version, but if you have gamers/RPG lovers in the crowd it is a big hit.  Because it's quite lengthy, I have put this at the bottom of the page.

The cards: The cards for each team are spread over 3 .pdf (A B C)   This is due to problems on my end.  Sorry, for any inconvenience.

The Red Team: A   B   C, The Blue Team: A   B   C, The Green Team: A   B   C     The Guide

Below are the same files but with black and white backings instead of full color

The Red Team b/w: A   B   C, The Blue Team b/w: A   B   C, The Green Team b/w: A   B   C 

There are 32 cards for each team.  The cards are laid out to be printed (A4 paper size slightly thinner, but longer than letter), cut, folded over and then laminated.  I couldn't find laminating film appropriate size, so I had to use slightly larger sheets and trim them.  They don't need to be laminated.  They can be cut and pasted onto card or folded over and taped (but the presentation and handling are much better if they are laminated.)  

Instruction Prior to playing:  Blow up two cards using a copy machine if you can.  Put both on the board and explain the various parts of the card.  Then ask the questions to the class  "Which is older?" and have them answer.  Go through all the parts and then write the questions (and answers) on the board.  Model the questions and answers enough times that the students will be able to use the language correctly.  (We want to prevent "Which is the speeder?" or just "Speed!")  Obviously, you'll need 3 large cards if you're practicing the superlative.


Conversation/Debate:  Once your students have got the grammar down.  Try having them battle using conversation.  The students choose one warrior to fight and they have to explain why their fighter would hypothetically win against the other in a real battle.

Student1:  Das is faster and smarter than your fighter.  So, I think Das will win.

Student2:  Well, I disagree.  Saber is stronger and just as fast as Das.  Saber will catch Das and destroy him with greater power.

Student1:  You're wrong.  Das is more agile ....

At the end have the other students chose a winner.  I have them offer up 5 cards of my choice as bait to lure them into trying harder.  If they win they get the other teams fighter and the 5 cards I chose.

The kids love this game and will do anything to play it.  So, I insert whatever target language I want them to practice between steps one and two.  Example: I want them to practice "want to ~"  I have them make a sentence or ask the question before playing rock-paper-scissors.

A: Hi, Kenta.  What do you want to be?

B: I want to be a doctor.  What do you want to be, Mark?

A: I want to be an astronaut.  OK let's play.


A:  Which one is stronger?...

The goal of the game cont'

C Type: There are 4 leaders, 4 places, and one power source for each team (see The Guide.)  Each team chooses in secret one ultimate leader and one location in which they hide their power source.  This information is relayed in secret to the teacher.  The game is played as described above.   I usually allow them to battle for 5-10 minutes and then sit them down in their teams and give them some strategy time.  Once they're back in their teams I explain they may trade cards with other teams for information.

5 fighters = one piece of information  -  The team receiving their cards back must offer up some information, but they don't need to divulge their secret, for example: "Our leader is not Das." or "Our power source is not on Planet X. "They may also give information they know about the third team.

1 leader = one yes/no question  - The team returning a captured leader may ask one yes/no question, for example:  "Is your leader Das?" or "Is your power source on Planet X?

They continue play and once they believe they know a team's leader and location of their power source, they may try to destroy them by confirming the information with the teacher.  If the information both are correct the team is destroy and will be forced to fight with the victor until one team controls the universe.  If they are wrong about either piece of information they are punished and must divulge either their leader or location of their source of power to the team they attacked.  Then play continues.  This is the complicated long version. However you'll be surprised how quickly they catch on to the rules.

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