Please enable JavaScript to view this page content properly. Please enable JavaScript to view this page content properly.
SUBMITTED BY: Raegina Taylor EDITED BY: まだ
Long Long Time GRAMMAR: Present Perfect Verb GRAMMAR: Question - 'How long...' EXAMPLE: I have been playing tennis for a long time. DATE ADDED: 06-10-08
GRAMMAR: Present Perfect Verb GRAMMAR: Question - 'How long...' EXAMPLE: I have been playing tennis for a long time. DATE ADDED: 06-10-08
Please enable JavaScript to view this page content properly.
a low-rating, please post a useful
comment to help make it better.
SearchJHSActivity
Materials Needed:
LongLongTime worksheet: The worksheet includes pictures, a group's worksheet and a writing worksheet (optional). Detailed Explanation:Split the class into groups of 3 or 4 students.Give each group a handout and explain that points will be awarded for correct answers, as well as the fastest answers. Award points to your discretion. I used a scale of 1-6 as there were 6 groups in my class.Group decides on order of play (Janken). The first player comes and gets a card from the desk. The group must work together to make a sentence to describe the picture. They can use dictionaries to help them.The second player brings up the paper to be checked and gets a new picture card. Variations: You could have the student go to the JTL and say the sentence in Japanese too to check meaning. For higher-level classes have the students write 2-3 sentences for each picture. Make sure the students start the rounds (ie each picture equals a round) at the same time to give other groups a fresh chance each time. Teaching Suggestions:I start the class with a written warm-up of boggle to help focus them for the writing task. Cautions:Students will take time to work out the way to structure their sentences. To avoid repetition (ie using the same verb, same pronoun etc) put a limit on the amount of times a word can be used.
Detailed Explanation:Split the class into groups of 3 or 4 students.Give each group a handout and explain that points will be awarded for correct answers, as well as the fastest answers. Award points to your discretion. I used a scale of 1-6 as there were 6 groups in my class.Group decides on order of play (Janken). The first player comes and gets a card from the desk. The group must work together to make a sentence to describe the picture. They can use dictionaries to help them.The second player brings up the paper to be checked and gets a new picture card. Variations: You could have the student go to the JTL and say the sentence in Japanese too to check meaning. For higher-level classes have the students write 2-3 sentences for each picture. Make sure the students start the rounds (ie each picture equals a round) at the same time to give other groups a fresh chance each time. Teaching Suggestions:I start the class with a written warm-up of boggle to help focus them for the writing task. Cautions:Students will take time to work out the way to structure their sentences. To avoid repetition (ie using the same verb, same pronoun etc) put a limit on the amount of times a word can be used.
Detailed Explanation:
Variations: You could have the student go to the JTL and say the sentence in Japanese too to check meaning. For higher-level classes have the students write 2-3 sentences for each picture. Make sure the students start the rounds (ie each picture equals a round) at the same time to give other groups a fresh chance each time. Teaching Suggestions:I start the class with a written warm-up of boggle to help focus them for the writing task. Cautions:Students will take time to work out the way to structure their sentences. To avoid repetition (ie using the same verb, same pronoun etc) put a limit on the amount of times a word can be used.
Teaching Suggestions:I start the class with a written warm-up of boggle to help focus them for the writing task.
Teaching Suggestions:
Cautions:
If you have an updated worksheet, email it to the site directly at: schoolofthought (at) jhsenglipediaproject (dot) com
Template Version: 1.0
This page was last modified on Thursday, June 23, 2011 09:03:50 AM