What are you doing?
Michael Woodard
| GRADE LEVEL: | JHS 1 (or review for JHS 2) |
| SKILLS: | Listening, Speaking, Acting |
| TIME: | 40-50 minutes |
| MATERIALS: | One copy of the attached printout (or one of your own creation) for each student |
| | Slips of paper, each with one targeted action (i.e.“reading a book”) |
| | An envelope or hat, from which to draw the slips of paper |
| OBJECTIVES: | To practice using “-ing” verb form |
| | To learn new action verbs |
PROCEDURE:
1. You may or may not need a warm-up; my 1-nensei students are often so genki that we have to cool them down before the lesson.
2. Give each student one copy of the printout, and spend 15-20 minutes practicing the pronunciation of each targeted action, letting the students check the meaning, and writing the meaning in Japanese on his/her paper. Depending on the class, you may need to narrow the number of actions to 12-15, if you think the students will grasp them better
3. Explain to the students that this is a gestures/drama activity, and that they will be performing the actions on their printout.
4. The ALT or the JTE can give an example gesture and the other asks the class “What is ~sensei doing?” The students must answer in complete sentences (i.e. “sleeping” is not sufficient—they must say “~sensei is sleeping.”) When you think they’ve got it, proceed.
5. Pick one student at random to perform first. Let them draw a slip of paper from the envelope/hat and ask them to do their best gesture. There should be no speaking, but allowing sounds can be useful / entertaining.
6. The ALT or JTE asks the class “What is X-student doing?”
7. The fastest hand-raising student guesses the gesture (again, encourage complete sentences). Use whatever means you find effective to prevent the strong students from dominating (dividing into teams/rows, calling on the quiet ones, etc). I usually let the JTEs handle this part—they are good at getting everyone involved and they know ALL the students’ names!
8. When the correct answer has been given, ask all students to repeat it.
9. The performing student or the student who guesses correctly can choose the next performer. Continue until your slips of paper are exhausted, or time permitting; let the students keep going with their own ideas/gestures.
10. Ideally, by the end of the lesson all students will have performed one time or guessed one answer. Gambatte!
NOTES:
This activity is best done after at least one class has been spent introducing the grammar point (New Horizons 1, pg 74-77)
HANDOUTS and WORKSHEETS:
The worksheet for this lesson can be found here: http://storage01.pbwiki.com/f/What_are_you_doing_wrksht.doc
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