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I Want to Jump High Like Mario  

SUBMITTED BY: Brenton Gettmann


GRAMMAR: Basic Infinitive Verb

EXAMPLE: I want to find some e-pals

DATE ADDED: Jul 11, 2011


Large Classes (16-39 Students)ÓHuge Classes (40+ Students)Ô




20-25 min.
3 Votes: 4.5 Stars

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BRIEF OUTLINE: Students will pretend to be Doraemon and make sentences about wanting to be like another character that the students are familiar with.



  •  IWantToJumpHighLikeMario  attachment: You will need to make at least two copies of the activity cards.
  • Numbered Envelopes from 1-6 to put the activity cards in. These should match the numbers on the worksheet that associate to the answers.



  1. While you pass out worksheets, break students into groups and have them janken for order.
  2. Explain the activity with the students by doing the example with them:
    • Show students that you have envelopes numbered from 1-6 (with an activity card in them) in the front of the class (on the desk in front or something).
    • Tell them that they should pretend that they are Doraemon for this activity.
    • Show them an envelope that says "example" on it and explain that we will do it together.
    • Tell the students that you are now a student. Pretend to sit at a desk at one of the groups is you like to really sell the idea.
    • Emply the envelope and show them the activity card (Harry Potter/Doraemon). I made a big A4 one if you want to print it up and put it on the board.
    • Tell them to look at their worksheets because the card is the same as the one printed on their worksheets.
    • Be like, "Oh wow, Harry Potter...Doraemon! Use magic...AH! I want to use magic (point at Harry Potter/Doraemon) like Harry Potter." Then say, "Oh now Japanese. Ummm 私はハリーポッターのように魔法を使いたいです。 (Watashi ha Harry Potter no you ni mahou wo tsukaitai desu.)" Pretend to be writing this in the example area where it is already written.
    • Put the card back in the envelope and run to your JTE with both in hand and give them to the JTE. Say, "I want to use magic like Harry Potter." and then say "私はハリーポッターのように魔法を使いたいです。 (Watashi ha Harry Potter no you ni mahou wo tsukaitai desu.)"
    • Have your JTE say, "OK, good!" and hand you one of the numbered envelopes.
  3. Now pass out one envelope to each group. Give Number 1 envelope to Group 1 (or however you please) and tell them not to open it until you say go. I always find it helps if I point at the number on the envelope and then to the number on their worksheets to explain that this is where they should write. If you have more than 6 groups, (you should make at least two copies of each card even if you only have 6 groups) give group seven the other Number 1 envelope, and so on.
  4. Now explain to the students that their 'janken order' is the order that they will come and say the answer to you or your JTE. If you are able to understand Japanese, students can say both the English and Japanese answers to you. If you don't understand Japanese enough to be comfortable enough to tell the students that they made a mistake, have students come to you for the English and the JTE for the Japanese. (All of the students in a group must write the answer before the student representative can come and say the answer to you.) After both of you have said "OK," give them a new envelope, or let them choose an envelope that they haven't completed yet.
  5. After the groups have completed all 6 of the questions completely, they have finished the activity. If you want to, write the order that the groups finished on the board and pass out a sticker or something. Whatever works for you.
  6. After the game, have students repeat all of the answers in English and in Japanese to drive home the meaning.
  7. The spelling of the names of the characters is on the top of the worksheet. There are too many names in order to make it so students can't guess the next answer.



  • Make this a horse race activity on the blackboard. When a group completes one question, they move their marker one spot across the board.



  • You will need your teacher to explain 'like' to the students before the activity or in the process of the explanation. I wrote the Japanese translation in the example, so they should be able to understand it from that. However, students often overlook small details like that, so just be careful.
  • I included 7 activity cards and one card used for the example, but their are only 6 questions. So of the 7, choose 6 that you want to use.
  • I also put some Japanese under the words that students don't already know. Take it off if you please, but keep in mind that you will have to translate these words for the students mid-game and it will mess up the flow a little bit.



  • Have your JTE translate the English to Japanese for you before the class for each of the questions.

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This page was last modified on Tuesday, January 08, 2013 02:11:36 PM