This is for the Lesson 5, GET 2, aka 'who' and 'which' sentences.
NEW CROWN 3
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.
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.
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~?"
Using existing past papers students will get into groups to create their own tests for other students to take. This is to improve their understanding of the material and the format of the Eiken test. This can range from a two-lesson activity to a long-term project over two months.
Just a dumb little activity for giving the kids a bit of basic practice with ‘want X to Y’.
1. ALTs introduce students to the scenario: an evil wizard has taken control of a small town on the outskirts of Kobe, and has begun construction of a deep dungeon from which he will begin a conquest of the free world. As the leader of a guild of adventurers, the students must select eight brave warriors from among their classmates to fulfil the roles needed to conquer the dungeon.
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.
OTE: “Let’s eat lunch…..Oh no, I forgot my lunch!”
ALT: “Don’t worry, you can share with me” (ALT brings out their hamburger lunchbox) – note it doesn’t need to be hamburger.
OTE: “What’s that? Your lunchbox?”
ALT: “It is made of plastic, it looks like a hamburger, it is made in japan, it tastes like plastic” (OTErepeats after me to confirm each sentence).
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.
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 the word search game board in Excel. Choose how many rows you want, i.e. 10×10
Put the students into teams.
- The class has covered the relevant language included in the dialogue
- The students have two sessions to complete this activity.
- 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.
It’s difficult to memorize the past participle, but this karuta game hopefully makes it a little easier (and more fun).
Make a list of irregular verbs to be used in the game. My list has 28 verbs.
Make 2 sets of cards – the yomifuda (reading cards) with the present and past tenses & the torifuda (karuta cards) with the past participle. It helps to color them differently.
I played it in 2 lessons.
In the first lesson, we read the list out loud a few times before we played the game. I was the reader (yomite).
The students play in teams (rows or groups) and they play in rotations within their team.