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| LANGUAGE |
| Recognising
hiragana individually and as sentences. |
| Understanding
and constructing sentences about actions like
うみでおよぎます. |
| Understanding
and constructing sentences like さかなはきらいです,
さむいです. |
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| PREPARATION |
| (1) |
Make
cards with action sentences from Sheet
A and cut into sections. Depending on your emphasis,
you may cut the sentence into words or kana symbols. |
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| Sheet
A |
Sheet
B |
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| PROCEDURE
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| Group
work |
Students
form groups of 4.
Each group takes a sentence (cut into sections) and
arranges the cards to reform the sentence. The group
which completes their sentence first gets a point. The
members of the group then mine the action in the sentence
and the rest of the class guess what it is. |
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| VARIATIONS |
| (1) |
The
sentences on Sentence Sheets A
and B
are suggestions. Teachers can use other sentence structures
according to the language exponents being learned and
level of their students. |
| (2) |
Do not cut the sentences into sections, but make strips
with whole sentences. One student from each group chooses
a card, and acts out the sentence in mime. Other members
try to guess the sentence being mimed. The group gets
a point when they have successfully guessed the sentence.
If they can't other groups get a chance to
guess the sentence and gain the point.
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| (3) |
The sentences in Variation 2 can be in English if students
are unable to read hiragana. |
| (4) |
A mime game dealing with daily activities can be played,
using daily routine sentences like those on Sheet
B. Students divide into groups, each group is given
a sentence at random and a student or students from
each group mime the action. The other groups watch,
and members cooperate to guess the actions and write
them down. Groups then try to put the actions into logical
order. The first group to give the series of actions
in correct order wins. (Teachers may need to be the
judge of what is 'logical' order!) |
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