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Go: JHS GrammarLong Long Time

 

SUBMITTED BY: Raegina Taylor

BORROWED FROM / INSPIRED BY: HERE

EDITED BY: まだ

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

EXAMPLE: I have been playing tennis for a long time.

DATE ADDED: Jun 10, 2008

 

    Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)Ó

  SpeakingèListeningë

35-50 min.

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BRIEF OUTLINE: Students work in groups to formulate sentences about a series of pictures. 

 

MATERIALS NEEDED:

  • LongLongTime worksheet: The worksheet includes pictures, a group's worksheet and a writing worksheet (optional).

 

DETAILED EXPLANATION:

  1. Split the class into groups of 3 or 4 students.
  2. 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.
  3. 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.
  4. 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.

 

 

TIPS/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.

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This page was last modified on Friday, March 23, 2012 12:49:54 PM