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Clothing Go Fish

SUBMITTED BY: Rachel Rasfeld

SUGGESTED TOPIC: Colors, Clothing

E-GO EDITED BY:Mooloo

BORROWED FROM / INSPIRED BY: Go Fish

DATE ADDED: Nov 24, 2010

TRANSLATED BY: まだ

 

 

J-GO EDITED BY: まだ

 

Grade 5ĉGrade 6ċ

  Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓHuge Classes (40+ Students)ÔBad/Misbehaved ClassesÕHandicapped ClassesÖ

  SpeakingèListeningéReadingêWritingëCulturalð

15-30 min.

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BRIEF OUTLINE:

 Students practice use of target vocabulary (clothing and colors) and compose sentences using “Do you have…?”, “Yes, I do.”, and “No, I don`t.” It's the same basic exercise as Activity 1 in the book but more entertaining.

 

MATERIALS NEEDED:

  • ClothingGoFish attachment: One set of clothing cards per group of 4 students. 1 set = approximately 40 cards. Print multiples of the pages to create about 20 pairs.

 

DETAILED EXPLANATION:

  1. If you have not yet introduced color and clothing vocabulary to your students, do so before starting this activity. Go through the specific cards used in this game so the students are comfortable speaking their parts during the game.
  2. Students will be divided into groups of four. Each group will receive a set of Go Fish! Cards. The goal is to acquire as many pairs as possible.
  3. The cards are shuffled and five cards are dealt out to each player. The remaining cards are spread face-down in the middle of the players (the "fish pond"). Players may make a pair if they already have one in their hands. When a pair is made, the cards are placed together face-up next to the player.
  4. Students janken for the first turn.
  5. When it is a player's turn, they should have at least two cards in their hand. If they do not have at least two cards, they may draw a card from the pile of cards in the middle before beginning. The player may then choose one person to request one specific card by asking "Do you have...?". The other player must use the English “Yes, I do.”, or “No, I don't.” to respond. For example:
    • EMI: “Ken, do you have a white shirt?”
    • KEN: “Yes, I do.” (hands Emi the requested card.) Or, “No, I don`t. Go Fish!”
  6. If the player does not receive the requested card, they must “Go Fish!” and draw a card from the center pile. Their turn is over. Play continues to the left.
  7. The game continues until no more cards remain in the “Fish Pond” and players have used all the cards in their hands. The student with the most pairs wins. Students may play more than one round if time allows.

 

VARIATIONS:

  • You can also play with the usual Go Fish rule that if the player receives their requested card, they get another turn, although I find it simpler to leave this rule out.
  • You could add "Please", Thank you", and "You're welcome" into the dialogue.

 

TEACHING SUGGESTIONS:

  • As the students are playing, eavesdrop to make sure they are using English. Provide prompts in English if a student is stuck.
  • Feel free to replace the pictures in the deck to make it engaging for your students. I used a jersey from a local baseball player, a shirt with a One Piece graphic, and also a cap from my hometown's baseball team.

 

TIPS/CAUTIONS:

  • The prep time required to print/laminate the cards is well worth it, especially if you have multiple classes where you need to teach this Eigo Noto lesson. This game also works well for larger classes, but you will have to prepare multiple decks.
  • This Eigo Noto chapter requires the use of the articles "a"/"an" and also plurals; difficult concepts for Japanese speakers since there are no such things in Japanese. After trial and error with a few classes, I found it best to first play a round of the game so the kids get comfortable speaking and using the basic phrases. After that, you might teach by rote when to use the articles and plurals (Do you have... an orange dress, a black shirt, blue socks, etc.), and then play another game with emphasis on using a/an.

概要: HERE

 

必要な教材

  • 上の「Materials Needed」に見てください。

手順

  1. HERE

バリエーション

  • HERE

教える際のアドバイス

  • HERE

注意すること

  • HERE

  

 

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This page was last modified on Monday, March 02, 2015 02:17:56 PM