Lesson 1-2 The Second lesson - "Greeting with good manners and eye-contact"...

May 09 2009 0 Comments by The ENB

This second Eigo Note lesson (and remember there are 35 in all) begins with review of the “Hello Chant.”

The kids still loved it with the "GETS" pose and a few got excited about doing it again. After a review of the previous week’s lesson and the various countries' hellos it was time to start the second lesson of the Eigo Notebook curriculum.

Eigo Note Book 1 Page 6 Activity 1

This lesson’s main focus is to study greeting manners but also body language and eye contact. The next step was for the students to practice their listening skills with the quiz items on page 6 in the EigoNote 1 textbook.

Images were not posted on the board this time and we jumped right into the quiz straight into the textbook. Some students knew a few of the greetings but I don’t think I noticed anyone who knew all of the greetings prior to the quiz.

After checking the answers with the students I thought it would be a good idea at this point to review and demonstrate the gestures, but to also have the students try them with a partner. The students were quick to respond for the first few such as“Hello” and “Namaste”from India.

Hoping the kids would try them, the teachers and I demonstrated the body language for the other countries which included a hug, a kiss on the cheek, and even a nose to nose kiss but the students were not so fast to try all of them with each other.

Yet, there were many students who were still willing to try these actions with a friend in the classroom. And yes, they had fun! It was surprising to see those students who I thought could not or would not have done it actually go ahead and do it on their own free will. Well done!

Eigo Note Book 1 Page 7 Activity 2 The next part was on how to introduce your self in English with confidence. Of course, the usual points of learning how to do this was done with some aspects mentioned in the Eigo Note Teachers Book such as speaking with a big clear voice, eye contact, smiling, using gestures, and most importantly being positive when speaking English with others.

I’m sure you don’t want to give the impression you are a depressed and lonely person when you introduce yourself for the first time in English. A short class discussion was also made on what they felt and how they felt about greeting each other more positively.

For the next activity, we had the students make name cards for themselves with their full name. This can be quite challenging for some students, especially if they have already forgotten their "romaji" lessons back in Grade 4.

The Japanese Elementary School Curriculum provides time for the study of Japanese writing using the alphabet or as they say "romaji." If you have a full class of students who have not yet learned how to write their own full name in English (romaji) you can teach your English students how by using the following.

First, I would like to recommend the following site: http://www.handwritingworksheets.com/print-1/make-p.htm to make and generate your own worksheets.

This site and this web page in particular includes a worksheet maker-generator with an input box and a “Make Worksheet” button.

Now, it may take you some time to input all of your students’names yourself but if you want them to learn how to do it, it must be done! We all have to make a few sacrifices, don’t we? Anyway's, the Eigo Note students will love to receive them as a present even if they already know how to write their own name in English. When was the last time your students received something like this?

All in all, you can save time by just giving this “write my name in English worksheet”to those students who have not yet memorized it but that may isolate them further into an embarrassing corner.

Thusly, I have already asked my homeroom teachers for a list of all their students’names so that I could give one to everyone and no one would be embarrassed. In some other classes, I have actually gathered kept all of the students’name cards for a while and used those to make my own list.

Then, I typed the names in one by one into the worksheet maker to make individual sheets. A good and fast way of doing this would be to get used to your shortcut keys in your browser.

Let’s try this after opening the page


in your browser:

1. Type in the student’s name.
2. Press the “Enter” key on your computer key pad.
3. The new worksheet will be generated on to a new page.
4. Press Control P to bring out the print dialogue box.
5. Press the “Enter” key on your computer key pad to print the page.
6. Press the “Back Space” key once to go back a page.
7. Press the “Back Space” key again to erase the previously written name which was just printed .
8. Go back to step 1 and type in the new name.

In regards to making a name card for elementary school students in Japan there may be a few issues you might not be aware of if this is your first year of teaching English in Japan.

First, is which name comes first, the family (last) name or the given (first) name.

In Japan, traditionally the last or family name usually comes first.

It was explained that since this was an English program we might as well do it the “English”way yet the sample in the Eigo Note 1 textbook shows the family name coming first.

Well, to save the day and to give a little freedom for the kids, it was decided to leave the option with the kids. Although we left the students with the understanding that they may want to introduce themselves with their first name first in an English speaking environment.

Another item of concern may be the actual way of spelling in “romaji”compared to spelling the “English” way with reference to phonics in general. For example on how to spell “tsu” while the kids may want to spell it as “tu” such as in the name “Tetsuya” which in “romaji” may be spelled as “Tetuya.”

Also, if you are a teacher, don’t forget to tell the kids they can draw some of their favorite things on their card.

As an addendum to the activity and after collecting all the name cards a few cards were shown to the students to see if they could recognize any of their classmate’s names. Sure enough many could read them and many of the confident students would actually head the reading out loud for the others to follow in their lead. Another technique I tried was to show them a name and say the name but without showing the first letter to see if any of the students could report back which letter the begins the name.

It is kind of a phonics awareness quiz we practiced on last year at the end of our English lessons. Eigo Notebook does provide an introduction into the alphabet but that I believe starts in the Eigo Note 2 textbook.

eigo noto feelings cards


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Eigo Note Book 1 Unit 1 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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