Lesson 5-3 The Third lesson - Town Guide Game and Giving Directions...

Oct 15 2009 0 Comments by The ENB

Town Guide Game/Giving Directions...

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

This is the third lesson in the Grade 6 classroom for Lesson 5 Book 2:

Eigo Note Book 2 Lesson 5-3 - Page 32 and 33 - Let's Listen Guessing Game using the gamecardsI was lucky I had the morning lesson free for previewing what was to be done today. We had to fit in the Guessing What quiz on page 32 into today's lesson with the other items and today's lesson was important since we had the Town Guide Game to do as well.

We also used the CD-rom today but our "kids vision" projector (that's the big black desk-like rolling box projector and laptop combo) was broken so we used
a portable Epson projector instead. It did the job really well and it was so portable and easy to use. The only setback was that the laptop did not have RCA sound jacks/cables to match with the projector's RCA jacks. The plasma TV set-up in Grade 5 at another school was an easier set-up since the tv sound could be connected by a regular small (head phone) type plug from the laptop. So we had to use the CD player in conjunction with the Epson projector.

Here is the order of today's lesson. (And same as usual, not the same as the teacher's guide...)

1. Introduction and Greetings
2. Chant (Let's Chant: "Where is the station?")
3. Review: Buildings, Stores, Shops, Places
4. Review in pairs: Say the target language together with your partner
5. Pick-Up "POP QUIZ" Quiz: Saying the target language individually
(in front of the class)
6. Julia's Quiz (Let's Listen page 32)
7. Activity page 32 Making the same towns (by giving directions) in pairs
8. Activity 1 page 34 Town Guide Game
(guide your partner to different areas around the class)
9. Closing/Consolidation (some words of advice)

I'll skip explaining point 1 and 2 because you may already know what
goes on there.

But I won't skip point 3 since there are two ways you can do this. You can either use the projected screen or use flashcards. I decided to use both. First, I introduced the Cd-rom and asked the kids if this was our first time to use the
projector because I teach so many groups/classes that I sometimes forget. Then, I went through the model and repeat with the kids using the projected screen.

After that I got into more detail using the flashcards to improve their accents with hospital and department store and the like. Its easier for the kids to watch your mouth as you hold the flashcards close to your face. This will prove to be easier for the kids to keep an eye on your mouth and the target language images rather than if they were looking at your mouth and trying to look at the projector at the same time. Give a few smiles to "perk it up" and get the kids going. So that means no Paris Hilton like stares and model pouts for the kids. They'll get the wrong impression.

You can never tell what her expression means anyway. (Sorry, Paris fans...But hey, she and what's her name again, could come to Japan for that reality TV show and be ALTs or JETs. That would be a blast...wouldn't it? Or...
or did their show get cancelled?)

Anyway, after a few minutes of that, we asked the kids to "get together" with their "tonaridoushi"; and that means get into pairs with the person sitting beside you.

We then asked them to review the items on their own and say them together in order or in random. They did this pretty well together considering its Grade 6 and our classes are paired in the boy/girl system. But, we did want to get them warmed-up for the next few "paired activities" and this kind of "lead-in" helps the kids to get along later.

There are many ways to "lead-in" an activity or game and I'd like to "post" on that but I won't get into that here.

So, they finished that "soudan shimasu" type of review. Now time for the "Pick-Up "POP QUIZ" Quiz." I wanted to see if the kids were "on their toes" and
give a little confidence-building exercise since this Unit doesn't really have a solid presentation activity; good for building up communications skills for elementary school students.

(Note to myself: make-up a presentation like Activity for next lesson... Maybe something like a local town map blown up by the poster-printer. We've got a "Fujifilm Poster Printer 3000 Wide." And have the kids present their directions from school to their house or better yet their partner's house so they can teach other their own directions first. That means more communication...)

Saying the target language individually and in front of the class with our dialogue was really simple. I would hold up a flashcard and just say "What's this?" and the kids in singles in random or in rows would say "It's a _____." Told you it was really simple. But it lets me check on their own individual accents.

Next up was Julia's quiz (Let's Listen on page 32). I had completely forgotten that the CD-rom screen and the textbooks look very different when there is an activity or listening exercise and in this case you will have names in katakana for Bob, Mai, and Julia, instead of the pictures that are in the student's book.
What about Ken? Well, I told the students he got the Shin-gatta Influenza today that has been going around (knock on wood).

In our classes we "always" use the CDs (remember we had no sound on the projector) even if the kids complain. The recordings are fast but they are Grade 6ers and need the challenge.

We went through the recordings twice like normal on the CD like this:
1. Tell the kids to prepare their game cards. (The four that are on page 33 and the Cd-rom).
2. Advise the kids Julia will say "Let's go to the ..."
and translate if necessary since they may not know the meaning of this item.
3. Tell the kids not to pick up the card just yet when they hear the "place name."
4. But tell them its better to prepare your finger and follow the directions first.
5. And, lastly place the card on the map once the directions have been said.

We let the kids hear the CD once and (twice normally). And to check on the answers, we then said that we were going to play the CD again (third time) so as to give the kids a third chance to trace their route again to make sure they were correct. And then pausing before the fourth time, we told the kids to look up at the projector and then we showed the kids the route/answers by using the mouse and nametags on the CD rom.

It was still quite hard though for the kids. Only 75% of the class got it all correct.

Making the same towns game class view


"Making the same towns" by giving directions in pairs gives good practice for the kids in getting ready for the "Town Guide Game." I think your introduction will be important for this to really work. Using the CD rom helps since you can ask the kids to repeat the directions with you as you lead them to one of the empty boxes for an example "mihon." But also tell them to be creative in giving their own directions.

Have a look...


We wanted to keep Julia's "Let's go to the ..." as part of the target language so we asked the kids to start from that first, then show their partner how to get to one of the boxes from the station. Thus, the starting point for the game is here and the students must use their finger to show their route.

Town Guide Game for eigo-noto book 2 lesson 5-3 starting point

We told them NOT to show the picture in the box before giving the directions since that would "give it away." So, the listener had to place the game card in the box after the speaker says "Here. Here. Here is the ...(place name). " (I have no idea why, but the kids love to say, "Here, here, here is the ....")

Town Guide game's finish point here for example

Have a listen...

Have a look...



We used the same set of dialogue rules for the Town Guide Game Activity on page 34. Preparing for this activity wasn't that hard actually.

Eigo Note Book 2 Lesson 5-3 - Page 34 and 35 - The Town Acivity Game: 8. Activity 1 page 34 Town Guide Game (guide your partner to different areas around the class)All you need are the flashcards for the town places/buildings and the students already have their game cards so you are set to go. But, you've got to imagine that your classroom is the town and that this image will make it so easy for the students too.

So, we set our desks up just like the map in the textbook. This means you
should have 12 blocks/desk groups at least. The bus stop was put beside the "bank" group on the window and the "train station" went up on the blackboard in the back of the classroom. The students now had the same image as the town map with desks.

playing the town guide game desk group 1

Next, we told the kids to clear their desks and take out their game cards, pair up, and give directions to a place determined by pulling out a random card. Partners must follow and repeat the directions that are spoken. And then its done again from the new place they got to. A couple of students can easily demonstrate this in front of the class. And then, if everyone understands, just say "Go!"

playing the town game block group 2

This exercise feels and is the same as the "Making the Same Towns" activity except now the students are walking around and doing it. They did get used to it and it was done quite well. Even with all the mumbo-jumbo going on. You know, kids speaking in Japanese while doing these "activities."

playing the town guide game class view

playing the town guide game class view 2

playing the town guide game class view 3

We did this activity all the way up to the "chime" and called it a day after answering questions, giving some advice, and reviewing the expressions for the day:
"Let's go to 'the'..." and "Here is 'the' ...." and explaining it versus "It's 'a' ..." The last part about the difference between "a" and "the" went way over their heads, so I recommend to skip that...

Hope your lessons went well....though.



teaching the chants Unit 5 Lesson 2


Eigo Note Book 2 Unit 5 Lesson 4...


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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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