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Go: JHS GrammarLong Long Board Game


SUBMITTED BY: Patrick Bickford

BORROWED FROM / INSPIRED BY: Englipedia's Long Long Time & How Long Board Game


GRAMMAR: Present Perfect Verb / 'How long...' Question

EXAMPLE: How long have you sucked at English?

DATE ADDED: Mar 26, 2011


    Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓHuge Classes (40+ Students)Ô


25-30 min.

2 Votes: 3 Stars

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BRIEF OUTLINE: The title of this activity is the result of mixing two Englipedia activities together: Long Long Time and How Long Board Game. Students first practice the grammar point by completing a simple worksheet. Then, they proceed to do a mini-interview on their neighbor. Next, partnering up with their neighbor, they play a simple but fun board game. Finally, they write a few sentences in their notebook.  



  • LongLongBoardGame attachments: There are two pages of attachment. When I print them out, I ddouble-sided it so I only have one page. NOTE: You will need to complete Questions 6, 7 and 8 on Part 1 of the worksheet, AND various spots on the gameboard before printing the attachments.
  • Dice



  1. After teaching the Present Perfect grammar point, and teaching students how to ask "How long have/has...?" questions, hand out the worksheet and have them complete Part 1 of it. NOTE: Students will need to complete writing Question 5 before answering it.
  2. If students don't know an answer, instruct them to come to the teachers and ask them, in English of course.
  3. Once the class has finished, the class breaks into pairs and plays the board game. If there is an odd number of students, simply have them join one of the pairs.
  4. The game is simple, after finding something in their pencil case to use a game piece, students janken to see who starts the game. The winner rolls the die and the loser asks the winner the 'How long...' question based upon wherever their game piece lands. The winner answers in full sentence format: "I have played basketball for 7 years."
  5. Roles reverse and play continues until both students reach the finish line. NOTE: Both students simply need to clear the finish versus getting the exact number to land on 'finish.'
  6. Students must remember what squares they landed on and answered because when they both finish, they open up their notebooks and write all the questions AND answers from the squares they landed on in their notebook. In other words, rolling high numbers during the game is probably what the students want to get so that they have less sentences to write in their notebooks.
  7. When students have finished writing, have them come to the teachers to check their work.



  • Some pairs will obviously be faster than others. Simply have them play another round of the game, but instruct them they can't land on a square they landed on in the previous game. If they do, they simply return their game piece to the previous location and it becomes the other student's turn.



  • I'm a bit on the crazy/unconventional side of things when it comes to teaching. Instead of passing out the dice, I lob them individually to one student in each pair. Then, when the game is over, I have them lob them back at me, one at a time of course, and have them count as a class each dice I am able to catch. Yeah, this a pedantic point but it keeps the classroom environment fun and light.



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This page was last modified on Friday, March 23, 2012 12:50:34 PM