The Hunt
Minefields

Copy enough work sheets for the class (if the class is odd numbered the ALT or JTE may have to join in). Remember that a class of 34 students requires 17 sheets. Before cutting the sheets in half, put a circle in one of the five squares along each row, making sure that the patterns for the top and bottom sheets match. 'A' and 'B' were left off each sheet to make it more of a challenge for the students; no simply saying, "I'm 'B'"! Tell the class that the sheets are a secret, and must not be shown to other students

Pass out the sheets to the class, and then practice the activity names and question patterns in chorus before playing the game. Not only does this help reinforce the target questions, but it also gives the less able (not only the slower) students a chance to prepare for, and participate fully in, the activity. Writing the sentences on the board (only ever in English) will help too.

Students should ask each other questions about the contents of each other's sheet (insist on no Japanese). The only answers they can give are, "Yes, I can/did/have" or "No, I...". They can use 'Jan-ken' to find who asks the questions first. Once the pairs find each other, they write their names on the sheets (in English), and hand them to the ALT or JTE then sit at their desks. Award small prizes to the first three pairs if you like, but be aware that this encourages the use of Japanese.

Teaching Tip Reading is just as important a part of learning English (or any language), as speaking, listening, and writing, and there is no reason why reading drills should be boring. Use your voice. Exaggerate inflection, rrrrrrroll your R's, break long sentences into manageable phrases (especially common ones like, "Are you going to go...", or What do you do...") and have the students repeat them 2 or 3 times. Change endings to demonstrate the commonality of a phrase ("Are you going to go to Tokyo?" ( "Are you going to go to the toilet?") Having the entire class act out what is being read is fun as well as being reinforcing. Try having them slowly raise from a squat to their toes with questions, or vice-versa. Give them reasons to understand and remember what they read!

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