It's Cards Against Humanity but Appropriate For School™!
This was made with my 3nensei kids in mind. Add/edit/whatever you need to make things fun.
I reccommend printing the cards on different coloured construction paper.
NEW CROWN 2
I found this game on ALTInsider and modified it for my 2nd-year students' 2nd semester mid-term review. I also modified a few aspects of the game to adjust for classroom space and other things.
Set-Up
Print:
This is a lesson taken from englipedia that I have adapted to be more applicable to Kobe's locations and the grammar in New Crown. All credit to the creator and original uploader.
This is a speaking practice activity played in groups of 3-6 using a worksheet, dice and cards prepared in advance.
This is a variation of a worksheet I found on Englipedia.
Students are divided into groups of 3, and each group has a variation of a map they must complete. They are given three landmarks on their map, but the rest are blank. The goal is to fill in each blank space with a landmark and to draw a path leading to the closest train station.
Here's the catch: every group's map has different landmarks given, so they need to find out the locations from other groups.
These ideas were brainstormed at SDC Jan 2017 in a lesson crowd-sourcing seminar. Many thanks to Joshua Gourdie, Matthew McClellan, Sarah Blackwell, Sara Shaw, Jian-xin Tay, and John Scanlan.
Although the examples are for 2nd year grammar, they can be adapted for 1st and 3rd years as well.
1. Go Fish: Instead of asking "Do you have ~" to get cards, ask "Will you~?" /"Can you ~?" / "Could you/would you~?"
This is based upon the mini project “I want to be a ~” on page 61-62 of the New Crown 2 text book.
1 Review the grammar point “I want to be a ~.” with students.
2 Hand out worksheets “I want to be a ~” worksheets.
3 Read through ALT example, first time listening, second time listen and repeat.
4 Run though each line of the mini essay having a volunteer translate the dialogue into Japanese, ensuring students understand the meaning of each line.
At the beginning of activity, walk around class with large cards and ask crazy questions to students.
Next hand out worksheets and have students interview each other with dialogue in pairs, stressing that they must complete actions.
Dialogue
A: Hello?
B: Hello?
A: Will you ______________ please?
Students interview partner regarding how the weather will be on certain days in different parts of the world.
A. How will the weather be in Suma next Monday?
B. It will be Rainy in Suma next Monday.
Students fill in the blanks then practice by writing 5 sentences.
Preparation:
Laminate each picture with the nine word cards on the back. (They should print out correctly aligned for the game.) Put each set of cards into an envelope and label the envelope with the sentence’s number. Making two sets of each sentence is sufficient because the students can complete the sentences in any order.
Activity:
Divide the students into groups of 4. Each student gets an individual worksheet.
1. Each group takes one envelope and assmbles the puzzle.
- On the grid page of the worksheet, have the students draw a treasure map. It’s best to show an example beforehand so they get the style. Make sure they add plenty of landmarks, such as villages, rivers, volcanos and the like. This vocabulary may need to be practiced beforehand.
- Next, the students secretly choose one square on their grid to bury treasure. Don’t mark it down, just remember it.
- Then the students write clues on the second page using “There is” or “There are” to point the way to the chosen square.
Students are divided into teams, preferably six. Each team nominates a leader, and on their turn the leader comes to the blackboard.
They say the name of a Japanese prefecture, such as Hyogo. They then have thirty seconds (or a full minute for first years) to come up with a word that starts with each letter of the prefecture. For example, Hello You Orange Great October. No repeats, and the words must have at least three letters.
The task sheet that is included here is specifically for JHS 3, however I did use this one with JHS 2. The main purpose of this was to promote English communication outside of class.
Big thanks to Patrick – this task sheet idea is his.
There is a deck of cards with words split into three colours (you need a card for each student).
Pink = “Will you ~ ?” / “May I ~ ?” / “May Ms. Kabata ~ ?”
Orange = Verbs: “go to” / “close” / “clean” / “make” etc. (I also like to add interesting verbs to make it fun such as attack, destroy, stare at…)
Red = Object: “the cake” / “the door” / “your room” etc.
Create a handout for each student with a ‘you’ section and a ‘your friends’ section. Each section will have the same 5 question topics (the ‘you’ section using ‘How did you~?’ and the other using ‘How did he/she~?’
Example questions:
How did you come to school?
How did you spend last weekend?
How did you eat your breakfast?
How did you wake up?
How did you spend last night?
Students are placed in groups with even numbers if possible. The students make a line. The student at the beginning of each line is given a card with a sentence on it. The first student tries to memorize the sentence for approximately one minute. The card is then taken away from the student. When the teacher says start, the student must pass the message to his/her classmate by whispering. The message is passed along the line until it reaches the last person at the back. The last student writes the message and then carries it to the teacher.
- Groups determine a playing order by janken or dice rolls.
- The first person draws a card from the yellow stack (transitive verb) and one from the blue stack (gerund activity).
- From the two cards, the student forms a sentence in the format, “I (yellow) (blue).” The blue cards can vary (i.e., playing sports, playing tennis, playing soccer).
- If the group agrees that it is correct, the student rolls a die and moves his or her piece the corresponding number of spaces on the board.
- Their turn continues until
Make a handout with 20 sentences on it. 13 sentences should be correct. 7 sentences should be incorrect in some way.
Students will work in their groups to review the 20 sentences in the handout. They are to decide A) which sentences are correct and which are incorrect, and B) the changes needed for the incorrect sentences.
Each group will receive a set amount of money to buy sentences.
Students must bid on sentences as they’re called out randomly one at a time. They are then told if the sentence is good or bad.
SET UP:
Set up the word search game board in Excel. Choose how many rows you want, i.e. 10×10
Put the students into teams.
ASSUMPTIONS
- The class has covered the relevant language included in the dialogue
- The students have two sessions to complete this activity.
LESSON SEQUENCE
- Preparation − Rewrite the dialogue in the “We’re Talking” lesson that you are teaching, leaving out parts of the text that you want to target. Add or remove parts of the text to make it more interesting/authentic. Provide some ideas or an example to assist students to complete the task.
A wordsearch for each lesson of the previous edition of the New Crown Grade 2 textbook using the new words learned in that chapter. The wordsearches are designed to be completed as a group with points received for both finding the word and writing the Japanese translation.
The wordsearches are best printed 4 to an A4 page and then made into a poster using the poster printer.
Some Halloween activities after you have introduced the joyous occasion.
MALLEUS MALIFICARUM
Explain that all the teachers have been turned into frogs and that it is up to the students to make the school rules using “you have to” and “you don’t have to”.
Ask students to present their school rules.
HALLOWEEN WORDSEARCH
Read and repeat the vocabulary, explain what to do and that there is a hidden message to be found.
Once completed explain the hidden message
First Class:
Procedure
Show the students some simple shapes – a square, a circle, a triangle, a horizontal line, a vertical line, etc. Drill pronunciation if required.
Show them how to describe the relation of the shapes to each other. e.g “The square is between the triangle and the circle”. But then point out that this doesn’t tell us whether the shapes are distributed horizontally or vertically. So, “The square is to the right of the circle and to the left of the triangle” would be more accurate.
An info-gap activity with an evil, mathematical component. Show students how to read time on a couple different kinds of binary watches. Then, give the worksheets from this file to alternating rows. Have them fill in dots and then ask the student next to them to read the time.
1. Warm up and practice saying tricky times < 10 min
2. Show pictures of the binary watches and explain how to read them < 10 min
3. Info gap activity < 10min
Activity
The students play in teams (rows or groups) and they play in rotations within their team.
I made this game for my low-level, generally misbehaving students. This will take a solid bit of prep! The board game itself is straightforward, just roll the dice and move your game piece.
Prep! About 45 Minutes
Attached are the questions I made, game pieces, and the game board (B4 size). It's probably best to laminate the game board if you can.