Lesson 4-4 The Fourth lesson - The Presentations: ...

Sep 29 2009 0 Comments by The ENB

The Class Presentations with English speaking exercises for "CAN" and "CAN'T"...

I can swim! ...

(I've got a lot of work to do on this post as far as the audio player and the pics from the kids, but I've finished the text so far and I've uploaded it here. I'm sure that's the most important part, unless you're just here to see the pics and hear the audio. Well, then visit us again in a day or two for those; around the time Typhoon 18 passes by. Take care in the meantime, it looks really nasty out there!)

(Well, the typhoon has come and gone, and left a little devastation in its wake around Japan, including my really small sky garden. But the new pics and audio has been added. Enjoy!)


Here we are for the last lesson of Lesson 4, in our series for teaching with the verb "can."

For starters we began with the usual chant, and although the kids had perfected it already, it was good for warming-up and just to save some precious lesson time for their presentations, we opted to do it acapela which worked just fine with the kids.

Since today was a 'hapyokai' day, which means 'presentation' or 'recital' in Japanese, the kids were told beforehand the breakdown points for the day's lesson.

Eigo Note Book 2 Lesson 4-4 - Page 29 - The Class Presentations

It was started with introducing today's theme of "I can..." and "I can't..." which was simply printed on the board and pointed out that both the accents can cause a lot of miscommunication if not said properly. "So, let's try and get it done as perfectly as we can."

The 9 flashcards were brought into play to review the actions target language since there were many errors last week with verbs, nouns and their articles with 'the.' It was practiced a few times over and the main areas of mistakes made were reviewed.

page 26 nine flashcards


The last two classes of the day were quite lucky since they were told what grammatical errors the previous classes had done. These were mostly centered around:

"play the baseball"

"play .. piano"

"play an omelet"

"play unicycle"

"I can ping-pong"

and the list goes on but you can hear for yourself in the audio player above. As you will hear, the kids tried very hard and the 'hapyokai' was done in a professional manner so as to keep the kids in a serious mood and to have them try their best. So, there were basically no wisecrackers allowed to ruin the day's atmosphere.

Well, after the practice for the verbs-actions flashcards, the accents between "can" and "can't" were modeled and the rising accent and intonation shown by using circles which you can see on the board. Now, the kids have pretty much gotten accustomed to "sight-reading" so they actually thought it was interesting to see intonation shown this way. No problems, there.

So, it was time to see how the kids could perform for a one-hitter individually and how well they were repeating during practice. This was done by shuffling the action-verbs flashcards and randomly flipping a card to each student. That certain student had to tell the class in their own truth about their ability for that certain flashcard. So, if a "play guitar" flashcard was shown to Miyuki-chan for example and she couldn't actually play the guitar, then she would have to say in front of the class (standing by her desk) "I can't play the guitar."

But of there is nothing for free and it doesn't end there. The students were first told about their own responsibility for speaking with proper intonation and accent, and that if the listener could not understand whether she said "I can" or "I can't" she would have to repeat her statement until the rest of the class were satisfied. This was simply done by writing previously on the board a one (1) beside "I can..." and a two (2) beside "I can't..."

The students would be judges and they would just raise either 1 finger for (1) or two fingers for (2). I was made an example by demonstrating a few flashcards first. The students understood quickly enough and we started the drill.

Now, getting thru all the students had actually taken quite some time so by the second of the day this drill was cut short and kept to one row of about 5 students because there was more that was needed to be done before getting into the next phase of practice.

The textbook calls for this "hapyokai" but in a group event (as you can see in the picture), not actually a formal one, where each student would have to present their "can"s and "can't"s in front of the class like we did here. But we used the former type as a practice session after the drill. Once the judging-your-accent-drill gets going students will actually get very involved and it is quite easy to transfer this drill into their own groups.

In this case, groups of 5. A word of advice, though. Be sure to tell the students that in the group drill they will have to say all their "dekirukoto (things one can do)" and "dekinaikoto (things one can't do)" drawings; all four of them. (The textbook says to draw two but I had the students draw 4, or 2 for each can and can't item.) Also, tell the students they can mix it up to get a really unbiased opinion from their group members. Meaning, if they had said them in order, the other students would know the person was talking about a "can" or a "can't" item beforehand and their response may be biased.

The exercise was quite lively and we should have taken an audio of it, but we were quite busy checking and supporting the students. They did however get through this exercise smoothly and nobody's feeling were hurt while being criticized. I guess the students got a good taste of "constructive criticism" in the ESL classroom. They had a good time, though.

As they rounded up their own turns at speaking, and were advised to go clockwise from the person closest to the door, we prepared them for the "hapyokai," the presentation "in front of the class" to finish up the lesson. The kids were already in their respective lunch groups so it was decided to have them come up as a group and present their "abilities" in turns. Also, they were told to keep the order of the sentences to two "can" items and then to "can't" items, just like the way you can see in their "Eigo Notebooks."

All this you can hear in the audio player, group by group. Of course, advice was given after each group had their turn, but that was not captured on tape. Yet, they held their heads up high and did a spectacular job.

Apparently, presentations are not always on the menu these days in their other regular school subject curriculums compared to other first world countries around the world. When asked, "Did you feel nervous?" most of the kids replied with a big yes.
But when asked if they would do it again, most said in Japanese,
 "sure, why not!!!"
Their feeling of self-accomplishment must have overwhelmed that other feeling of nervousness and created a new-founded self-confidence in return.
Kudos kids!
Give yourselves a big pat on the back!

Eigo Note Book 2 Unit 5 Lesson 1 is ready!...

Thanks so much for reading this far!


These are just the audio player and the pics from the last post...

interview page

Lesson 4 chant Eigo-Noto

whats on the blackboard


page 26 nine flashcards

teachers interview answers

students doing the interview game


Eigo Note Book 2 Unit 5 Lesson 1...


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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 )

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