Here’s a really simple, no-prep activity for New Horizons 1, grammar point “can and cannot.” This is part writing, mostly speaking, and lot’s of listening in an interactive setting. I have done this activity five times with my seventh grade students, and it was a lot fun. Time : 25-35 minutes
Purpose: to practice the grammar point “can” through speaking, writing, and listening
Secondary purpose: to help students be creative and think outside the box
Prep: Prepare a list of things you “can do.” If you can, have students use a page of their English notebooks, otherwise a small piece of scratch paper for each student is necessary as well. You can also use this attached worksheet, which has multiple activities for can and can’t.
PPTX: can and can’t
Execution: You can do this activity before teaching the material on pages 94-95 as an introduction, or afterwards as a review. I used it as an introduction. I started by demonstrating a couple things I can and can’t do, really stressing the new words can and cannot/can’t. Things included clasping hands together behind my back, reverse Namaste (making your hands touch in prayer behind your back), curling my tongue, trying to touch my nose to my elbow (can’t, obviously) and others. Any cool or weird physical ability you have works great, even knuckle cracking or whistling. Once the kids understand the meaning of can and can’t, write them on the board with the definition if necessary. Have all the students stand up, while you write “I can _____________.” on the board. Explain that you will make a statement. If they too can do it, they remain standing, if not they sit down. You can draw little figures sitting and standing next to the words can and can’t. They don’t have to sit down permanently, so if they sit and the next statement is something they can do, they stand back up. You can also do the same thing with hand-raising if you want. I thought that all the restless boys would appreciate a little action, but I’ve realized that they simply do the opposite of whatever you’d like them to do, so they just stopped standing after a bit. Fickle little monkeys… Do the first round with just you speaking. Mix in some easy things with some more challenging ones to keep them going up and down. Good actions include:
- Roll or curl my tongue like a hot-dog bun (this one’s genetic)
- Wiggle my ears
- Cross my eyes
- Use chopsticks
- Make origami
- Touch my tongue to my nose (I can actually do this one)
- Ski or snowboard
The physical ones are fun because it’s a kick to watch your students try them. Whenever you’re ready for it to be over, just say something you know they can’t do: drive a car, ride a horse, play an instrument, speak a foreign language, drink sake, etc. The next step requires scrap paper or notebooks. Have students write their own achievement, “I can __________” but explain that this time they’re playing against each other. If they are the only one that can, they are a winner. Offer a prize as an incentive, near of the end of the year they definitely need some external motivation. There is no limit to the amount of winners, but they have to write something special, not just “play tennis,” “speak Japanese” if they want to win. Give them 5 minutes to do this, and help students with spelling and inspiration. If it is a specific action they have to demonstrate, have them write “I can do this” instead of trying to explain it in English.
Once time’s up, have them all stand (or stay seated if using only their hands) and start at one end of the room. Each student must read their sentence and perform the action if necessary. Help them repeat it louder if students can’t hear. Go through all the students, calling “Next” after each is determined winner or not. Keep the game on pace so it doesn’t drag. When a student is a winner, write their action on the board. You will always get bad students who don’t write anything, so just make them say “speak Japanese, read kanji, walk” or some such blanket statement. If you know what they do for club activities you can use that, but “I can do nothing” is not an acceptable answer. When all the students have gone, review the winning statements and continue on to the writing portion of my attached worksheet, or whatever textbook work you need to get done. Hopefully, connecting an action to a word will make this activity a memorable experience for your students.
A final thought: The “five” minute writing portion of this activity was not very successful in most of my classes, and usually ended up taking fifteen minutes of individually coaxing students or trying to get them to leave their neighbors alone and focus. I’m not sure how much easier it could have been. I wrote multiple examples on the board and all they needed to do was write two words at most: I can swim, whistle, draw, do this. I don’t attribute this to the activity being tough or their lack of ability. They write much longer, whole sentences on a daily basis. I attribute it to my school’s lack of discipline and my lack of authority. Be prepared if you have a naughty or difficult class to extend this activity or simply cut the writing portion out. The JTE for this class is the opposite of strict, so the students know they can get away with disrespecting me and refusing to follow my instructions. If I spoke better Japanese, I might be able to command more authority with them, but the boys in general could not care less about obeying a foreign woman. If you don’t have these problems at your schools, you should be fine, but even so, I was able to make this activity work. If your students are genki, it will be a blast. If you have problem classes like me, simply skip the writing and play a few rounds with only you making the statements. It’s still fun that way, and you can perhaps include a speaking component where they must answer each with “Yes, I can” or “No, I can’t.”