Lesson 5-2 The Second lesson - Review: Buildings, Stores, Shops...

Oct 08 2009 0 Comments by The ENB

"Turn right " Following Directions...

Then, Turn Left... (Watch out for the... DOH!)

Eigo Note Book 2 Lesson 5-1 - Page 30 and 31 - Turn RightWell its back to the Grade 6 classroom for the Second Lesson of Lesson 5 in Book 2 for the MEXT 英語ノート Eigo Noto.

Just so I don't forget, I'll note down first the order of today's lesson. (The teacher's guide begs to differ but here it is.)

1. Introduction and Greetings
2. Review: Buildings, Stores, Shops, Places (13 items of the target language plus bus stop)
3. Chant (Let's Chant: "Where is the station?")
4. POP QUIZ (my own personal quiz)
5. Bob's Quiz (Let's Listen page 30) (Who the heck is Bob and where did he come from...?)
6. Simon Says: (with the directions target language of "Go straight, Turn Right, Turn Left, Stop, plus...)
7. Cutting and writing names on the page 73 game cards

As we get into the second lessons of each unit or chapter, the intro's and lead-ins usually go a lot faster and to just save time we usually go quickly into the review. Today was just a quick model and repeating session for the kids. I thought of doing the Three Hints Quiz on page 75 in the teacher's book (the green one) but I'm glad we didn't. We wouldn't have had enough time for it and a game plus a calming period ended up as a nice finish.

Of course, most of these lessons are running very differently around Japan but our HRTs and students here are very comfortable with the "Eigo Note way" so who am I to argue. (Just add some of your own supplementals if you aren't comfortable with this "way" of teaching English.) But the kids are very happy and that's very important to me too.

After finishing the review, we told the kids we would study the chant today which also includes today's target language so let's look at it on the board first. We taught it as acapela first time around, meaning the kids had to learn the lyrics first before having a listen and then singing along to the CD.

Writing on the board bit by bit, it went like this with the kids:

Write "Where" on the board and have the kids repeat 2x. And put a "2x" beside it. Ask the kids "What does where mean?"
or "What is "where" in Japanese?" (my kids understand this version better) Get the meaning, then...

Write "is the station?" and have the kids repeat and put it together "Where is the station?" and go through it from the beginning: "Where, Where, Where is the station?" The kids should know the meaning by now, but you can ask them if they understand it just to make sure. Model it with the melody and let the kids try it out...Then...

Write "Go straight" and repeat it with the kids. Query the kids like the above and write "3x" then repeat 3x. You can use an arrow and write it there for a directional image compared to left and right.

Write "Turn right" and so on...like above.

Write "Go straight" and so on...

Write "Turn left" and so on... like above.

Write "Here" and so on... (I explain "here" as I say "I am here." and point to my feet.)

Write "is the station." and as above... but don't forget to tell the kids to speed up on "here" three times for the ending on a quick three count, and then "is the station" comes quickly.

Have a listen...

teaching the chants Unit 5 Lesson 2

It's a little bit fun or maybe a little bit mean. but I do sometimes put in a POP Quiz ("mondai" if you want to tell the
that one includes just one question. The second one is the real quiz.)

1. "Can you find the mistake I made in my lyrics by listening closely to the chant on the CD? (To the ALTs and JETs out there: Do you get it...?)

2. "If you followed the "directions" from the lyrics to the station, and if the station is point B, so where is point A, your starting point?"
(Also, I humbly request the students to think or speak softly in English only, as part of the challenge of the quiz.)

I'm sure you readers out there can figure it out if you have a picture of pages 30 and 31. It's a kind of egg I like to give my students to use as a lead in for the next item on the day's lesson agenda. Plus, we had them whispering to themselves over and over "Go straight...go straight...go straight...turn..." et al. I wanted to get the kids to acquire this T.L. quickly enough so the quiz on page 30 would go as smoothly with the kids as possible and it gives you a chance to walk around the classroom to monitor the kids and get on their good side. If you try this, don't forget to tell the kids that you don't have to be perfectly at the front of the station, but anywhere near will do. Then, ask for some volunteers to come up and place their start points on the board and go through the lyrics with the kids. See what kind of results they can come up with and give points from one up to ten. (If they end up crossing the railroad tracks, you can tell them as a joke, Game Over! You died." Or something a little lighter would be safer if its only your first year with the students. If they go off the map you can tell them, "You fell into a "tambo," which is rice-paddy in Japanese.

buildings and places on the classroom blackboard

The main point is the kids got accustommed to the directions target language quicly and most importantly "on thier own", and with speaking exercise as a factor, they should have gone throught the TL that is in the chant at least 10-15 times over, in these three different stages. I guess that means for "go straight" they would have said it about a hundred times.

In the chant it appears 6 times, and they practiced the chant with me and the Cd five times at least.
6 x 5 = 30

During the POP quiz they said the whole thing as "directions" to themselves at least five times in trying to find point A.
6 x 5 = 30

And with the volunteers at the board tracing their routes with the class saying it together in unison at least another five times. That's...
6 x 5 = 30

So... 30 + 30 + 30 = 90 (So, it's almost a hundred, but don't ever tell the kids...you know why don't you?)

See what I mean...well...

You must think I'm so crazy for counting, but some HRTs in my past years have asked for "more speaking" after these kinds of lessons so I wanted to just really check it for myself. And now I sometimes do it, check the speaking count, just for fun once in a while...(so I guess that means I am crazy?)

So, enough about me... and back to Bob's quiz on page 30. Who is BOB anyways? Was he in Book 1?

This quiz did go easy enough but I would reccommend to have the kids do it silently since giving away the answer really ruins it for the other kids hoping to challenge it the second time around on the CD. So, pause the CD just before the end of the second reading when BOB gives the answer and skip to the next person on the CD, which is Julia (Where did she come from?), and so on. I also use the CD again to give the answers with the kids and have them "shadow" the CD (more speaking...going for a hundred...) while looking at me tracing the routes on the blackboard.

buildings and places on the blackboard and me? buildings and places on the board Next: Playing the Simon Says game feels strange enough doing it with Grade 6 students, but I've had these kids for a long time so there were no complaints from the kids at this point. I guess it all really depends on how well you can do it. And everyone loves the challenge especially when I'm doing it. I've played this game a few times before with the kids since Grade 1 and I can usually take out all of the kids (except one or two), so it always becomes a real chalenge for them. If you follow the teacher's book with the target language in there you might fail with the kids. (I don't think it is really enough for Grade 6ers.) I've played it for so long (at least almost once a year with each grade) that I've gotten the students accustommed to playing it with touching body parts, actions, commands, and now... "directions."

Coming up with some new ideas for this "directions" part I decided to use the arms stretched forward in a clap position for "go straight," and using the same position for "turn right" and "turn left" except that the students would have to turn their soulders to the left or the right for that call. I always got a few kids out when I say "Simon says go straight" after a "turn right " or "turn left" call because the kids always turn back to the "straight" position; but you are not actually supposed to since that means that your body is turning isn't it?

You've got to get your HRTs to back you up on this point, otherwise the kids will get all over you in that debate.

Throw and catch is another way to get them out. As you say "Simon says throw," just quickly pull your arms back into a catching position and say "Catch!" You'll get a few kids out there for sure.

Well, it's no secret that I love playing this game with the kids, and the whole point of it is to try and get a few kids out at a time. That way, it will get a little more dramatic as the game goes on. If everyone gets/is "out" too fast the class atmosphere will quickly change from "having fun" into "disapointment" and that just won't do for an end-of-the-class activity.

If you have lots of time for this activity, you can get at least half the kids out by calling "Simon says run!" and start running and so the kids will follow you, then... yell as loud as you can "STOP!" It gets them out everytime... Then, you can start round two...

Well, after we congratulated the winners, there wasn't much time for anything else, so the last part was just on the wing so to speak. We did advise the students NOT to cut the bus stops into 4 separate pieces since that would be a little hard to keep together. And, after all the cutting you should let the kids have a rubber band to keep the cards together and don't forget to tell them to always write their names on the back. Usually, our HRTs gather the cards in a "100 Yen shop" (dollar store) basket so no one will lose their cards.

All in all not a bad lesson for the day. I would have liked to include a few other things but "er well"...
But the main point of the day was how to get more acquisition on the target language within the "giving directions" items.

Stay tuned for the next post next week and good luck in your lessons. I'm sure you're doing a great job out there wherever you are! If you have any requests, just send us some mail... That's what the contact page is for...

The ENB

Eigo Note Book 2 Unit 5 Lesson 3 coming soon!...(in about a week...)

Eigo Note Book 2 Unit 5 Lesson 1 Sound Files below:

 

Eigo Note Book 2 Unit 5 Lesson 3...

 

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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 )

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