Target audience: JHS – 3rd Year
Objective: Students practice using the False Subject and Noun Clause grammar points in a laidback way, reinforcing the grammar, while allowing for creativity and laughter.
Worksheet, Word Cards (5 decks, 10 cards each, enough for each group)
Part I – False Subject (25 minutes)
In groups, students will write 5 sentences using the false subject. Briefly go over the grammar point. Give each group a yellow, white, and blue deck of cards. They must randomly choose one card from each deck, and make it into a sentence. Afterwards, a member from each group will be tasked with drawing one of their sentences on the board. Divide the board into equal parts for each team and have them all draw at once. Give them only one minute to draw. Once finished, the ALT or JTE tries to guess the sentence, awarding points for each correct part of the sentence. For example, if the sentence is “It’s impossible for Godzilla to talk,” and the teacher guesses, “It’s difficult for Godzilla to talk.” the group gets two points: one for “Godzilla,” and another for “talk.”
Part II – Noun Clause (25 minutes)
Part II works similarly to Part I, except the grammar point changes, there are only two decks of cards (pink and green), and the students will be asking questions. Briefly go over the grammar point and then have the students write. Afterwards, one student from each group will choose a question to ask the ALT or JTE. Be creative with your response and use gestures. If someone asks, “Do you know how to talk to my socks?” respond by saying, “Yes,” walk up to them, and start talking to their socks! Continue until all groups have gone.
Part III – Homework (5-10 minutes)
Students must complete the 5 sentences and write one question for the ALT to answer. Collect this during the next class and answer the question they ask while checking them.
Although rather simple and definitely silly, hence the title, the students really enjoyed this lesson and were laughing while learning. I would advise telling the students not to think too logically when making the sentences and promote choosing the cards at random. They tend to work their own system out though. If your JTE isn’t as animated as mine, have the students ask you all the questions in Part II. Also, card colors can be changed to your liking. Finally, a shout out to Kseniya for sharing a similar lesson that I modeled Part I after.
boring（つまらない、退屈な）, cool, difficult, easy, fun, good, hard, interesting, necessary, not good
Anpanman, EXILE, Ichiro, me, Momoiro Clover Z, a monkey, Mr. / Ms. Last Name, Rola, teachers, us
climb Mt. Fuji（登る）, eat a zebra（シマウマ）, fly a plane（飛行機）, go to Mister Donut, make pizza, put on makeup（化粧をする）, sing a rock song, swim in pudding（プリン）, throw a cat, write love letters
break, buy, cook, go to Tokyo with, make, play soccer with, ride, study, talk to, watch
a robot, a toilet, a zombie（ゾンビ）, an airplane（飛行機）, my socks, okonomiyaki, the sun, Toyama castle, your English book, your friend