This activity practices making sentences and identifying the who, what, where, when, why and how (5Ws and 1H) of the sentence. This activity can be scaled so that not all of the parts are covered (only 4Ws for example).This is designed for Writing and is good for Junior High and Senior High.
A simple worksheet that has boxes for the students to break up their sentences into the different parts. Scissors for the students to cut up their worksheets.
|Ishii Kumi, four years old,||broke her arm||near the station||yesterday.||Bikes fell over like dominoes and one fell on Kumi.||When a man was parking his bike, it hit another. [tb 2]|
|Ishii Kumi, four years old,||broke her arm||near the station||yesterday. [tb 3]|
Cool name(s) for this activity:
Break the class into groups of about 4. Give each group a worksheet and ask them to write a number of sentences. Three sentences is a good amount, depending on how long you want the lesson to go for.
Get the students to cut up the sentences (into their separate W and H parts) and put it into a common container for the class for each part of the sentence. I.e. all the whats with all the other whats etc.
Randomly redistribute the parts to the groups to construct new sentences. Some of these sentences may be grammatically incorrect (tense, for example). Have the students write down a corrected version.
Students can come up to the front of the class to write their sentences on the board. Discuss and correct the sentences as a class.
To speed up the sentence writing process, you can prompt them with nouns, verbs etc. For example, have each team pick up a number of word cards that they must include in one of their sentences. Reducing the freedom of the students to create their sentences reduces the amount of uncertainty.
Japanese Translation and Examples
|English||Japanese||Example (from [tb 4])|