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Go: JHS GrammarShall I?


SUBMITTED BY: Adam Shusterman

BORROWED FROM / INSPIRED BY: Ms. Horii, a JTE at my school


GRAMMAR: NH's Speaking+2 (book 2)

EXAMPLE: Shall I throw the textbook into the incinerator?

DATE ADDED: Feb 21, 2008


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


5-15 min.

11 Votes: 4 Stars

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BRIEF OUTLINEYou give them sentences. They perform the action.



  • ShallI worksheet: Print and copy the worksheet for the appropriate number students in your class. Also, either use the sentences suggestions below or come up with your own.


  1. Practice the grammar point on the board. Write out an example sentence with two possible answers. “Shall I open the window” “Yes, please” / “No, thank you” Demonstrate this as well by doing it. Open the window (works especially well when its cold and windy) Wait for the students to ask you to close it. Respond by saying “Shall I  close the window?” and do so, or not and make them suffer. Up to you.
  2. Make a scoreboard on the board with the number of actions they have to perform (5) or more up to you. And their team names.
  3. Hand out the sheets.
  4. Split the class into groups, I usually find that 3-4 students per group works out well.
  5. Get the JTE to give each group a sentence in Japanese. The students then work together to translate it into English and race to you to ask the question.
  6. Play Janken with the students. If you win then they go back to their seats. If they win, they get to ask their question. Say “yes, please” and have them perform their action. Make sure either you or the JTE sees them perform the action and as many other students as you can.
  7. Once they perform the action, make a mark in the scoreboard. First to finish all the actions wins.
  8. The sentences I usually use are: 1. Open the door. 2. Sit down. 3. Draw Anpanman/Doraemon. 4. Sing/dance. 5. Write your name on the board



  • Use whatever sentences you like. As I said above embarrassing ones are funny for everyone.
  • This activity could be easily altered to fit any request based question grammar point. May I/Could I etc...
  • If you use groups larger 3-4, it may be more organized to assign a group leader and a rotation order.



  • Work with your JTE with this. Have the JTE give the students the questions in Japanese and have the Students come to you to ask the question in English and perform the action.
  • Use embarrassing requests, its really funny to watch the students perform when their faces are redder than an apple.



  • Try not to let all the quiet kids in 1 group because they tend to just sit there and not do anything.

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This page was last modified on Monday, March 12, 2012 02:53:01 PM