Lesson 8-1 The First lesson - "I study Japanese" Teaching School Subjects...

Jan 15 2010 0 Comments by The ENB

"I study Japanese - Teaching School Subjects"

Well, here we are again for a new unit in the English Notebook, "Eigo Noto."

After a long break for winter vacation the kids were in quite a good mood and we didn't have too many problems except for some kids that had brought their textbooks home for the holidays and forgot where they had put them. So, about a third of the kids didn't have a textbook for this lesson. Well, no biggie, just pair the kids off with a partner who has a textbook and problem solved. I always tell the kids they can come to me before class in the teacher's room so I can give them a copy but they always seem to forget.


Eigo Note Book 1 Page 50 Lesson 8 Teaching School Subjects for ESL...

Eigo Note Book 1 Page 51 Lesson 8 Teaching School Subjects for ESL...																																																																																																																																																																																																																														On first glance in the textbook, this lesson might seem overwhelming for the kids but overwhelming usually depends on how you promote the lesson and format your outline. Just take a difficult thing and make it easier.

I was kind of lucky because I had already taught this type of lesson before but in a different way. Last year, we had taught the Grade 4 and 3 students the classroom names in English and played a few games and chants of our own so the kids had some "nantonaku wakaru" (I kind of remember this, don't I?) feelings about the items in the Note.

So, if you've got really Genki English type of classes you could play the Godzilla Game as a warm-up, and use the classroom names flashcards set from MES-English just to warm-up the kids if they feel a bit nervous about this chapter. Good fun, but you'll have to find a way (calming activity) to calm them down after the Godzilla Game if you want to get back into the Eigo Note by the end of the period. Maybe, have the kids match the flashcards with their textbooks just to get their mind set back into their desk zone.

Or if you've got a really serious set of kids, this Lesson gives a great opportunity to introduce or build up the 'pronouns' I, you, he, she, we, and they.

Since we are introducing subjects from other countries in this case China and Australia, I made it a point to take the focus off the subjects first and introduce the kids from other countries. First I tested the kids on the flags and made sure they knew the names in English. Then, I introduced that if you are from Japan you are Japanese, then introduce yourself as I am from ____, so I am _____.

Do the kids notice the difference? You can teach them again if you want to follow this. I'm sure they can catch on to the I and You, once they do you can tell them and point to the Chinese kids and say "They are from China, they are Chinese," and focus your stress and your finger on "they" so the kids can get your meaning by a little comprehension skill.

There will always be a few kids that still won't get it, so you could say "He is Chinese. She is Chinese. They are Chinese."

And once they get a hang of it, just reinforce by doing the pronoun chant.

"I You He She We They" and focus your hand on pointing to yourself for I, to the kids for You, to a boy student for He, to a girl student for She, and to the kids on the far right or far left for They. And do it over and over until the kids can do it on their own. Then, go back to introducing the Australian kids.

And go back to kids in your class and say "You are..." and the kids should say "Japanese!" And then say good, good, good.

Point to the Chinese kids and say "They study," (then point to the "Dragon" textbook and say) "Chinese." Or, you could quiz the kids and add in there, "They study Chinese...You study..." and the kids should say "Japanese!" Then say, good, good, good!

At this point the kids might start feeling sooo goood about themselves so why not build up on that...

Next, I asked the kids, "So, please teach me ...please teach me, what you study. What do you study?" The point here is to give the kids a sense of achievement even though it is simple enough. As they teach you the names of the textbooks in Japanese your HRT can introduce the concept of "language exchange" and so you can teach them in English without too much difficulty.

The Teacher's Book does have a guide to follow, but I think the kids might just look at you and say "What the (beep) are you talking about!?!?!?"

As the kids get used to learning the something new, I usually use a technique, of having an I.Q. challenge with the kids. So, I take a set of flashcards shuffle them around and tell the kids, "I bet I can remember all the textbook names in Japanese. Can you?" The HRT can translate that based on your gestures, and if they can't just ask one of your students. At least, one or two students might know more English than an HRT in some very few or not so few cases in the upper-grades. Or just do it and go through the cards with yourself speaking in Japanese and showing some difficulty and drama. The more drama the more the kids will understand what you are trying to do. Anyway's, the kids love it and then you can challenge them to do it as a group and then dare a few kids to try.

At this point the kids were ready for the quiz, but I don't recommend on doing the Let's Listen on page 50 first. That's still a bit tough at this point. My kids still needed a lot of ego boosting so the quiz on Activity 1 on page 50 at the bottom works really well if you have an electronic blackboard in the classroom. Or just ask the kids to translate the items in the CD into Japanese. There are only four of them so it should be easy enough.

Ask the kids how they did. "Who got perfect?... Everybody?... Yes... Great! Wow! You guys are good!" Well, you know, "butter up" the kids if you can.

So is it time for the Let's Listen Quiz on page 50, yet? No. Not just yet...

Let's boost up their ego a little more and just take the easy road in life a bit and avoid all the difficult things in life like those hard test questions in a mid-term and save them for last!

So, go into the Gesture Game (Activity 2 page 50) and if you are running short on time just do it yourself and get just a few strong kids to join you.

Once you get through this you can do the Let's Listen Quiz. This worked out best for our classes. Compared to doing it first at the beginning of the lesson, the kids were less shocked and felt more comfortable doing the quiz with less complaints.

We finished the lesson there with the Chant or without depending on the time left over.

Hope you have a good lesson...


Eigo Note Book 1 Unit 8 Lesson 2 is now ready...

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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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