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Go: JHS GrammarSeriously, Who Killed Kitty?

 

SUBMITTED BY: Brenton Gettmann

BORROWED FROM / INSPIRED BY: Englipedia's Kitnap and Who Killed Kitty?

EDITED BY: まだ

GRAMMAR: Present Perfect Tense

EXAMPLE: I have been with Kenshiro since this morning. 

DATE ADDED: Mar 3, 2011

 

    Large Classes (16-39 Students)Ó

  SpeakingèReadingêListeningë

20-30 min.

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BRIEF OUTLINE:   This is a clue based game that has students playing the role of investigators trying to solve the mystery of who killed Hello Kitty.

 

MATERIALS NEEDED:

  • SeriouslyWhoKilledKitty attachments: Includes cards and worksheet. You will need to put a picture of yourself in as one of the suspects and be sure to put your name into the game card also.
  • Envelopes: To put game cards in. (optional)
  •  

    DETAILED EXPLANATION:

    1. After handing out the worksheet, have the students decide order via Janken.
    2. Explain to students the situation at hand. The JTE will probably need to assist with the explanation.
    3. Kitty has been killed and two of the eight characters/people on the worksheet are the murderers. It’s each group’s job to discover who killed Kitty. The fastest group to bring the murderers to justice wins the activity.
    4. Each group starts with one character card (#1) in an envelope (envelope is optional).
    5. When the ALT or JTE says "Go!" they empty the envelope and look at the card.
    6. Each card has an interview between the police and a character.
    7. Students look at their game cards which have “have been” sentences on them and fill out their worksheet. They have to change “I have been singing karaoke,” into "Matsuko has been singing karaoke,” on their worksheets so that they get practice changing have into has.
    8. Student #1 then comes to the JTE or ALT and says the sentences that they have written on their worksheet and receive a new card (#2) if they are correct. (Cards should be given in the order 1-12 so students cannot definitively know who Killed Kitty until the very end of the activity.)
    9. Students look at the next card and do the same thing. Then student #2 comes to the JTE and so on.
    10. On the 4th, 8th, and 10th time, students come to the JTE/ALT and they receive a big clue and a character card to solve the mystery.
    11. Each hint card is a big piece of the puzzle as to who killed Kitty. This checks students comprehension of the target grammar sentences to see if they understand the relation between who has been at karaoke together and who hasn’t through the usage of “been” sentences. If they do, they are on there way to finding out who the killer is.
    12. The following clues are a Tokyo BananaShidax Karaoke Coupon and Anpan Head.
    13. The killers are Matsuko and Anpanman because they were singing karaoke together (Shidax Coupon), Matsuko is with Anpanman (Anpan Head), and they were in Tokyo together (Tokyo Banana).
    14. The first team to see the connection between the clues and the characters, and has written down all of the sentences and comes to the JTE/ALT and says, "Matsuko and Anpanman killed Kitty!" are the winners.

     

    TEACHING SUGGESTIONS:

    • This activity is recommended for pretty good classes because it makes them really think about what is going on.
    • Using been with ~ing verbs is not something that is taught at the JHS level, but students are pretty good at figuring out the meaning. Be sure to check with your JTE about this grammatical point. They may want to give a brief intro of it before the activity.

     

    TIPS/CAUTIONS:

    • The word "kill" might be a bit touchy for some teachers, so change it to, "Kitty has been kidnapped!" or "Kitty has lost (something)! Who stole it?" (NOTE BY ENGLIPEDIA: I had a JTE get jumpy with me one time for wanting to use "kill" in class. I simply reminded her of all the other violence in the book (New Horizon series): Click this link for details.


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    This page was last modified on Monday, March 12, 2012 02:45:33 PM