It’s December, and Santa and his elves are busy making toys and preparing for Christmas. But today, they came to work, but all the presents are gone! Who took the presents? Why? How? And where are the presents now?
This is an activity aimed at 1st year JHS students, utilizing grammar and vocabulary from the New Horizon 1 textbook through the first grammar point of unit 9. For most classes, this activity will take a full class period. It can be adjusted for class level, with more decoy hints added for more advanced classes to sort through. I always collect the activity sheet at the end so that other classes can't get any clues in advance, and remind students that it's no fun for other classes if they tell them the answers!
Instructions:
It’s best to display the hints around the classroom before class starts, so students can tell something interesting is happening (and you don’t waste time the students can use to figure out the mystery).
Start the class by showing the “Missing” poster. Students will get pretty quickly that the figure is a thief, though they won’t know the word in English. Use this opportunity to teach the words “thief” and “steal/stole/stolen.”
Tell students there are 6 suspects (if this is their first mystery game, “suspects” will have to be defined). I display both these cards and the poster on the board. Next to the suspects, I write “Who?”
Next, ask “how did they do it?” and show the different methods (ski, sleigh, etc.). I like to mime moving presets with each option so the students can better internalize what I’m asking them to decide with this one. Display these on the board as well, with “How?”
Finally, show students the memo sheet. At the top of the sheet are the various places. I point them out and say their names. This is displayed with “Where?” next to it. Also, at this point I will explain that they can write any memos they’d like in Japanese or English, but that their six answers at the bottom MUST be in English to count. I go over these questions with them.
After that, have students get into groups (4 is the ideal number for this!) and you’ll hand out the memo sheet. At this point, hang up the hints around the room if you haven’t yet.
And start! Students will inevitably call and ask for help with hints. When I explain, I try to do so in a way that lets any students nearby hear too, so that one group doesn’t get the advantage. I’ll circle the answers they get correct as they go, so that they can see where they need to rethink their strategy.
Usually I do either groups that got all the answers correct get two stickers, and groups that got at least 3 answers correct get 1 sticker, but that can be adjusted if the students are struggling.
Printing and preparation notes:
Memo sheet is best printed at A3 to allow for maximum note-taking. I typically print one in color to display in the front, and give students b/w copies. Each group gets 1 copy.
Poster is best printed in color at B4 size. You only need one to display.
Character cards and hints are best printed at B4.
I fold over construction paper to make cards, and put the character hints inside the card, with the character picture on the front. I demonstrate that these can be opened for hints when I introduce the characters.
Hints 1 through 20, plus the character hints, are necessary to complete the puzzle. Hints 21 through 33 are intended to be distraction hints, and can be omitted as necessary to decrease difficulty. I also start removing different characters/methods if student are struggling.