Lesson 5-3 The Third lesson - ... Do have a green shirt, an orange skirt, or red pants?...

Oct 01 2009 0 Comments by The ENB

Here we are for the third hour of Lesson 5, Book 1. Just to let you know where I am with respect to my situation around the classes and their position in yearly events, we are basically one day before the big event, SPORTS DAY!

Now, this has got to be the biggest event for elementary schools in Japan. Sure, there are other events of course, but without Christmans and Halloween events (except in their English classes, of course) what is there really besides Camp for Grade 5ers and the Road Trip to Kyoto or some other "famous" place for Grade 6ers. For the students and the parents on a whole, this has got to be it. Even the media gets involved and the tv becomes filled with running shoe, camera, video comercials and what have you. Well, not really cameras and video cameras, most of those were already bought by parents for their Grade 1 kids on their First day of School event Entrance Ceremonies. Then, again if two years has passed by, a newer cam is usually bought. Ahh, thus are the ways here in la la land.

Blah, blah, blah... (But even my "made in Japan", "Super-Excellent Japanese cell phone is always less than two years old, and I've got features that would put many other phones to shame. So, I guess newer is... better... mmm... I must be turning Japanese... Ahhh! Yappari so desu, ne! But Japan can really be a "techie's paradise...and then the high-tech just feels so normal after a few months because everything is so high-tech here, even most of the newest rice-cookers cost more than a 1GB RAM computer!)

Well, it is one day before, and the kids are all pretty much ecxited about it. "High tension" the Japanese Homeroom Teachers and I call it in "Japanses-English." (There are enough terms like this to fill a graphic manga book and more.)

They've got reason to be tense, though. It has been raining all day and everyone is wondering... and if not showing it, trying to be up and cheerful about the weather's chances tomorrow. Talk has been brewing about the 50/50 chances for rain and if it does get postponed the make-up will be on the first Wednesday (October 2009), but then again what about that other talk about Typhoon No. so and so that's due to come in around Thursday? Oh, well...

Eigo Note Book 1 Page 33 Lesson 5 Lets Listen: Shopping Quiz

Let's get back into the lesson, shall we.

We started this time with a menu bar on the board for the kids. Basically an outline of our lesson today. It goes like this:

Lesson Menu
1. Chant
2. Quiz
3. Shopping Game

I did want to see if the kids could read them, but then again I wanted to point out the phonetics on CH- , QU- , and SH. Plus, they have heard "chant" and "quiz" so many times I thought it would be a good idea to create some reading awareness once in a while if not just call it sight-reading then.

As we started, a review of a few items was in order, and we put up the flashcards on the board as follows:

"white t-shirt"
"red shorts"
"black socks"
"blue shoes"

"orange skirt"
"yellow sweater"
"green cap" and "orange pants"

We ran the order from up to down, then left to right in those three groups, and model and repeat with the kids, up until you get to yellow sweater. You don't have to do "green cap" and "orange pants" just yet.
Those will be the "kickers" or catalists for the chant. So...

Go back once again to "white t-shirt" and this time tell the kids "Let's practice with "a" and "an."
So, your blackboard will eventually look like this:

a "white t-shirt"
. "red shorts"
. "black socks"
. "blue shoes"

an "orange skirt"
a "yellow sweater"

a "green cap"
. "orange pants"

You don't have to use any new flashcards, but you can use a stick of chalk to write down the articles as you go along and have the kids repeat after you with the articles and without for the non-count nouns which you can tell the kids are "fukusu-kei janai mono" in Japanese (non-count nouns).

Try to get the kids to do it with you once then on their own. Remember, I've already explained count and non-count nouns with my kids (since Lesson 5 First) with the help with my homeroom teachers prior to this exercise. Be careful if you are teaching articles for the first time because it takes a few practice sessions/lessons for the kids to really acquire this grammar point. Otherwise, you might crash and burn the lesson's mood.

If the kids are ready, you can build up with Lesson 5's target structures:

1. "I have a white t-shirt."
2. "Do you have red shorts?"

And model, repeat, and test, with the kids.

Now you might be wondering why the "green cap" and the "orange pants" are left on the side. Well, as you build up to the chant (when you want or are ready to start it) you can leech it in there with some facial expressions and body language you've used while singing the chant with the kids before so they will recognize it and you all can go acapella from there.

The chant did go very well though and the kids have got it about 90% memorized even without the CD. That comes from a little from teaching "acapella style" and if the kids get used to it they'll remember the rythm of many songs without CDs.

Plus, if the kids get used to it and if you forget your CD you can always do songs acapella (if you can memorize those songs by heart).

After the chant, we did the quiz on page 33. This should have been done last lesson but we had cut the first hour short, remember? Building it up works well using the "create interest" questions from the publisher's English teaching notes-guide. I wanted to give the kids a wake-up call and just check if they've been learning, so we just called in random some student numbers and asked each student one question each like "How many t-shirts?" "How many shoes?" and worked with their answers fixing them so they would use numbers, colors and even "pairs" for the pants the shoes. Then I asked the kids "Do you have a pencil?" and that's their mental cue that we will start the quiz soon. We read the "CD ...o' kitte..." and got into it. We advised the kids by asking some common sense questions like "Do you think she will buy yellow shoes?" and "What will she buy?" "Circle those things with your pencil."

To check on the answers after, we basically asked another 4 questions.

1. Did she buy yellow shoes?
2. What did she buy?
3. Did she buy anything else?
4. What does she like?

But, we wrote on the blackboard,

1. "yellow shoes"

2. ______________

3. ______________

4. ______________

The kids got the answers but with a little translation help from the HRT, although they could answer the quesetions, if you pushed hard enough with gestures and while pointing to the number on the board. I guess they do understand the context of it.

Eigo Note Book 1 Page 34 Lesson 5 Activity 1: Shopping Practice!... Next, it was time to see if the kids were ready for the Shopping Game. There are a few points here that had to be checked before playing the game. The kids do have gamecards that are in the back of the textbook which they had already colored and cut out for the game, but the main point is for the kids to have written their names first on the back of each of their cards. Could you imagine 8 cards X 40 students = 320 cards floating around the classroom and exchanging hands and then having to return them to their rightful owner. What a nightmare that would be.Well, there was one case where one class had forgotten and we were just able to catch them in time and postpone the game to let the kids write in their names quickly.The whole game does need at least 25 minutes to play so we couldn't waste a lot of time explaining it.

Our version here is a little different, but here's the way it goes:

1a. Introduce the game by explaining it is just as easy as the chant. (The quiz also was a great way for us to build up the game since they kids were exposed to a shopping situation right before the game. Otherwise, if we had done the quiz last week we would have played the quiz again as a review.)

1. Split the kids into two groups right down the middle.
2. Tell Group A that they will be customers.
3. Tell Group B that they will be shop keepers each to themselves.
(no mini-groups so everyone is talking)
4. Review the Target Language with each group. Model and repeat for their confidence.

5. Do a demonstration with these instructions:
1. Customers need to find at least 4 of the same clothing cards which have the same colors as their own.
2. Shopkeepers may not show their cards at all (keeping them in the middle of the textbook) until a customer has asked for that card. Then, they have to give that card to that customer.
3. The customer can ask a question like "Do you have a green shirt?" and if the shopkeeper says "No, I don't." the customer can go down his list of cards and machine gun fire the other questions until success.
4. Once a customer has 4 pairs, he or she can bring them to the teacher for a prize.
5. Tell the shopkeepers they can be strict about grammar and don't have to give a card if the customers don't ask them properly.
6. Start the game and make sure everyone is talking and talking as fast as they can.
7. Reverse the game with the second set of cards and return the cards at the end of the period.

"Why?" on that number 6. Well we want to the kids to eventually acquire the language and talking fast without thinking too much about it is great for right sided brain activity but I won't get into that too much here. I mostly wanted the kids to just get the accent on "Do you have a..." and blend that "have" into the "a" to sound more like "Do you hava..." It was explained to them in the First lesson, but I also wanted to exploit it here.

Also, you may get only a few students with four pairs and if that's the case give a few "signatures" or "doodles" at the back of the textbook to the kids with three pairs after consolidating the lesson and answering any questions.

And then there goes the chime ... That's the bell for those who don't know that Japanese Elementary/Primary Schools use a chime instead of a bell between classes.

Good thing the chime came quickly enough so we didn't have to tell the kids what we would be doing next lesson. Well, with all the busy things going on before Sports Day, I really have no clue what we will be doing next lesson. Just kidding. Really! I've got a few ideas so keep yourself "posted" for the next post coming soon. And if you like these posts send us some mail, (we've had a few already). And if you do get any ideas for your own posts from this blog please do give us a citation; or a little credit for it like a backlink. A lot of these sites in the link section have helped me so that's why they are there. I'm sure everyone out there is working very hard with the Eigo Notebook and teaching English in their very own special way. So, lol and good luck!

Much appreciated.

The ENB
P.S. These pics and audio are from last week. The new stuff will be coming soon...

Eigo Note Book 1 Unit 5 Lesson 4 is now ready...

 

Book 1 Archives

About the author

The ENB writes for eigonoteblog.com whenever possible. The ENB's favorite school lunch is curry and rice. ( Short and spicy since we don't want to annoy anyone ;D )

Leave a Reply