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Lesson Title: Moods

Class/Grade/Language level: Done with senior high school 1st years of low, medium, and high levels. I would definitely use it in junior high or in an English club or Eikaiwa as well.

Goal: Improve on intonation and conveying meaning when reading and speaking

Preparation: Important--I had each of the 6 first year classes write a sentence and draw a matching picture on small papers (A4 size cut into 4 pieces) as part of a different lesson, then used those as materials for this game. Other options could be to type up and print various student-generated sentences from any writing exercise they have done; use sentences from the textbook; use sentences about a specific topic. Materials: Student- or ALT-made sentence cards, printed Mood cards File:Moodcuesymbols.docx, dice. (enough for each group)

Class time: 45minutes—May change if your class is more or less efficient at understanding instructions and setting up

  • Greetings (5 minutes)

-Tell class that today we will practice intonation.

  • Intonation game (10 minutes explain and set up 20 minutes actively playing)

-ALT and JTE will explain/demonstrate a game before students move their desks:

--Introduce Mood cards 1 by 1 (? ! … *) and stick them on the blackboard with magnets.

--Say English meaning (confused, excited, bored, angry) and get students to call out Japanese meaning to check for understanding. Depending on your students’ level, it may be helpful for the JTE to write the kanji on the board under the English.

--Add numbers above your words on the board (1,2= ? (confused) 3,4= ! (excited) 5= … (bored) 6= * (angry)) and tell students they will roll the dice to decide which type of voice/intonation to use.

--Demonstrate how to roll dice secretly (cover with hands—don’t show group members) then ALT or JTE read a sentence to the class (Ex. Read ‘the apple is big’ in an angry voice) and have them guess the Mood.

--Instruct students that, when in groups, they will place an eraser or small item on the Mood card representing the voice they think their group member just used. (if ‘confused,’ put on top of ‘?’ card.)

--The speaker reveals the answer after all group members have placed a guess. The number of correctly placed erasers equals the amount of points the speaker gets (ex. 3 people voted for ‘!’ and it’s correct>>speaker gets 3 points) In other words, the better the acting, the more points you receive.

-Now, put students into groups of 6 and have them move their desks together.

--Each group gets 4 Mood cards to put in the middle of their table, 1 die, and some sentence cards.

--1st student starts by rolling dice secretly to find what intonation to use.

note:remind them to look at the board to see the mood symbols: 1,2= ? (confused) 3,4= ! (excited) 5= … (bored) 6= * (angry)

--Groups keep their own points on some paper or in their mind.

--When time is up, person with the most points is the winner

  • Wrap-up (10 minutes)

-Collect materials, move desks back

-Each winner comes to the front to show their skill to the class.

--They must now roll dice and say a short self-introduction (ex: My name is Amanda and I like cooking) or read a card in the specified intonation.

--Audience must make a note of what emotion they think each speaker had.

--After all winners have spoken, reveal their emotion and check if any audience members guessed 100% correct

- Finish class