英語ノート
EigoNoto.com

With all of these chants and short dialogs to write on the blackboard,　I find there are times when I’d like to keep the students busy while I write. This is an easy-to-do activity I use to have seat pairs practice vocabulary while I'm writing.

Pairs play Janken first, and then the Winner (using pictures on a page in the Eigo Noto that I have chosen) can:

• Say the word in English, and the Janken Loser says the word in Japanese (or visa-versa);
• Say a short phrase, ‘Hot dog, please.’ or ‘Blue shoes.’ for example, and the Janken Loser points to the picture in the Eigo Noto;
• Say a word, and the Janken Loser says the word group (dog - animal; red -  color; soccer - sport).

Grade: 6
Lesson: 7 (1 of 1)
Target: What Time Do You Get Up?
Materials: CD & player; Text; EigoNoto Chant (option)


Greeting
Teacher to Students- Listen & Repeat (some or all)
Hello, Hi, Hey, Howdy, G’day, Good Morning, Hola, Aloha, Bon Jour, Bon Dia, Bon Journo, Ni Hao, Konnichiwa, Anyohaseyo, Sambaino, Kiola, Selamat Pagi (am) (pm-Siang), Shalom, Jambo, Asalamalekum, Zzdrastvet-yah, Namaste.

Janken 4’s- Warm-Up/Review/Conversation Skills Practice
ALT/HRT: Janken and do the conversation first together, then with a few students to practice/demonstrate.
Students: Each student Janken and Converse with 3 others in groups of 4
Blackboard: 
W) I want to go to Italy.
L1) I want to go to Italy, too.
L2) I want to go to China.

Let’s Listen
EigoNoto- pages 44-45
CD- tracks 54 & 55. 1. tokyoエ -8- go to school. 2. sydneyオ -9- study at school. 3. beijingウ -7- get up. 4. moscow イ-2- be quiet. 5. dakarア -11- go to bed. 6. sao pauloク -8- take a bath. 7. new yorkキ -6- eat dinner. 8. vancouverカ -3- play soccer.
Students- listen to the CD and write times on clocks and place kana into the squares.
ALT/HRT- introduce activity, play CD, then check answers.

Daily Activities Chant
CD- track 57
EigoNoto- pages 44-45, the pictures in circles at the bottom.
Blackboard- (written vertically, for next activity)
get up/study/eat lunch/clean the room/play baseball/go home/watch TV/Mama says/go to bed!
ALT- introduce and lead the chant
Students- sing and clap along

Teachers’ Daily Routines
Blackboard- same list of daily activities from chant, same order, written vertically. also-
What time do you OO? At X.
ALT/HRT- take turns asking each other What time do you OO? and writing the answers in a grid on the blackboard. OMIT MINUTES, USE ONLY HOURS FOR TIME.

Repeat and Change the Pattern Speaking
Blackboard- Same as last 2 activities
ALT/HRT- Say one line at a time for students to repeat
Students- Listen and Repeat the daily schedule aloud together, in a big or small voice, changing the time to a true time for you.

Find 3 People- 5-10 minutes
Blackboard-
W) I get up at 7.
L) I get up at 7 (8).
ALT/HRT- Demonstrate together. Ask students to explain in Japanese to check comprehension.
Students- Interact in demonstration. Choose one phrase/sentence from the daily activities and make one for yourself. Then, all standing, make pairs. Winner starts, Loser uses the same phrase and a true time for him-/herself.

Alternate Final Activity-
What Does It Mean? Chant
Blackboard- list of daily activities, and
What does it mean? 3X
When you do this? Do-do-DO!
ALT/HRT- Lead the chant. Afer Do-do-DO! use gestures to show one of the  daily activities. Students guess what the meaning is. Then encourage students to try and act out the daily activities.
Students- Sing along, then guess the meaning of the gestures. Then students volunteer to do gestures in front of the class.

Wrap-Up - 3 minutes
(Present common mistakes to the whole class. Write the mistaken point on the blackboard, and ask if anybody can see the mistake.) Or-
HRT to Students, in Japanese:
-What did we talk about today? 
-Were there some words you already knew?
-Did you learn any new words?
-What was fun or interesting?
-What was difficult?
-How can we make that easier next time?

Closing- 1 minute
Students: ‘Thank you! Good bye!’
Teachers: ‘You’re welcome! Good bye!’

Discussion- How many hours are there going once around the world? (24) The map on pages 44-45 show times around the world for the time given in Japan. Many countries are several hours across from east to west.  Interestingly, China, as big as it is, has only 1 time zone- everybody lives on Beijing (Peking) time!

EigoNoto.com copyright 2010 Elton Ersch

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There are so many English and foreign words that Japanese elementary school students already know.  One EigoNoto.com activity, WYAN (Words You Already Know), shows how to activate this knowledge in the classroom.
The common word families used in the Eigo Noto are

food, sports, animals, colors

Grade: 5
Lesson: 9 (2 of 2)
Target: What would you like? OO, Please.
Materials: Text; Scissors; Dice


Greeting- 2 minutes
Teacher to Students- Listen & Repeat (some or all)
Hello, Hi, Hey, Howdy, G’day, Good Morning, Hola, Aloha, Bon Jour, Bon Dia, Bon Journo, Ni Hao, Konnichiwa, Anyohaseyo, Sambaino, Kiola, Selamat Pagi (am) (pm-Siang), Shalom, Jambo, Asalamalekum, Zzdrastvet-yah, Namaste.

Listen, Repeat and Point- food names- 5 minutes
EigoNoto- page 77 or 79
ALT/HRT- Say names of foods for students to repeat. First time in order, second time in random order and more and more quickly.
Students- Listen, Repeat and Point to food pictures in the EigoNoto.

Chant- What would you like?- 5 minutes
EigoNoto- pages 77 or 79.
Blackboard-
What clap 2X What would you like? clap-clap
Juice clap 2X  Juice, please. clap-clap
ALT/HRT- Lead chanting and singing.
Students- Chant/sing along. Choose a student with dice to choose foods from pages 77/79.

Janken 4’s- Warm-Up/Review/Conversation Skills Practice- 5 minutes
ALT/HRT: Janken and do the conversation first together, then with a few students to practice/demonstrate.
Students: Each student Janken and Converse with 3 others in groups of 4
Blackboard:   
W) OO, please.
L) (point to the food(s) in the book)

Activity Preparation- 8 minutes
Materials- Scissors
Students- cut out ONE page food cards, page 77 or 79.

Clue BINGO- 10 minutes
Materials- dice
Blackboard- What would you like?
EigoNoto- page 58
Students- put 9 food cards onto the Bingo grid.
ALT/HRT- Roll dice to choose a student. Lead all students to repeat “What would you like?”
Students- After one student is chosen with dice, all students repeat after a teacher, “What would you like?”. Then the chosen student says one food name. Students who turn over 3 cards in a row get BINGO!

Activity- Today’s Special Lunch- 10-15 minutes
EigoNoto- page 59
Materials- cut food cards from page 77/79
Blackboard-  
L) What would you like?
W) OO and OO, please.
L1) Here you are.
L2) Sorry! No OO!
W) Thank you. Good bye!
L) You’re welcome. Good bye!
ALT/HRT- Explain and Demonstrate the activity. Ask students to explain once in Japanese to check their comprehension.
Students- In free-moving pairs, pairs Janken, Loser starts. Winner orders 2 foods/drinks, and keep the cards.

Wrap-Up- 3 minutes
(Present common mistakes to the whole class. Write the mistaken point on the blackboard, and ask if anybody can see the mistake.) Or-
HRT to Students, in Japanese:
-What did we talk about today? 
-Were there some words you already knew?
-Did you learn any new words?
-What was fun or interesting?
-What was difficult?
-How can we make that easier next time?

Closing- 1 minute
Students: ‘Thank you! Good bye!’
Teachers: ‘You’re welcome! Good bye!’

Discussion- Ordering in a restaurant when you can't speak the language- What are your options?

• Point to pictures in the menu. Very easy in Japan, but not all countries use pictures in the menu as much as Japan.
• Use a phrase book- look up what you want in your own language and then point to the translated version in the foreign language.
• As you walk into the restaurant, look carefully at what other people are eating.  Then when the waitress comes, gesture that you want what 'that guy' is having.

In the English classroom, we are usually doing teaching, practicing, reviewing or testing activities.  

Using a testing activity at the wrong time can create negative feelings in the students.  Be careful to understand which activities are testing in nature, and use them at the right times!
The greatest challenge when using a testing activity in the classroom is


to make it a low-affective experience for the students (remember LDK #2? Be Mindful of Your Students’ Feelings).  You can:

• Make it a game (SWAT, using fly-swatters at the blackboard, Karuta style);
• Make it part of a game (losing students in Hot Potato must stand and say a sentence/question after each round);
• You can ask first for choral answers, then ask for a single volunteer; 
• Let the students decide, then answer, as a group;
• Let a pair of students speak in front of the teacher apart from the others; 
• Students can check each others’ work, especially when using the workbook;
• Students, after passing the test in front of the teacher, become teachers, and can then test the other students. 

Students in our classes usually have mixed abilities.
Using small groups well allows, and challenges, the students who know the material to teach the students who don’t know it yet.  The higher level students thus become teachers, and review and refine what they know.  The lower level students also feel less stress and anxiety from being instructed by a peer, rather than by a teacher.
Some groupings used in EigoNoto.com activities include:

• all-class
• seat partners
• small groups (usually 3 or 4 students)
• paired rows
• moving pairs.

• How much time will students actually get to use the language, both productively and receptively?
• Will one grouping work better than another to motivate students to use the target langauge (pairs will often do this better than whole group).
• Will students become unfocused and off-task if given too much freedom? Having a clear pattern of movement and another student waiting can help a lot in this situation (paired rows).

This is the last in a 9-part series- Lesson Development Keys.   

When possible, finish your lessons with an exciting, uplifting or positive experience that will motivate the students to look forward to the next English class.

Having an Australian points map in the students’ English Files makes this easy (or circle points in their Eigo Noto)--let students color in the points earned in that day’s lesson.
The points are free to you--give them freely (but be careful to give high points for games of chance, like Janken, and lower points for games of skill and ability, to help motivate low-level students who won’t score well in games of skill.)

Following the rule of LDK #5, to place Free Speaking activities at the end of your lesson, is also a sure way to leave your students feeling good about the lesson (and to repeat, looking forward to the next English class). Free speaking activities tend to (or ought to!) be communicative in nature- most people, and especially the young, really like nothing more than talking to their friends (after all, isn’t that one of the primary goals of language use?!).  And a communicative activity at the end of a lesson is a great way for students to really USE what you’ve just taught them- students and teachers... everybody is engaged, interactive and feeling success!

Wrap-up for the 9 LDK’s

Using the 9 Lesson Development Keys to structure your lessons will set you up so that your lessons are meaningful and engaging for the students, help to keep their motivation high, and make lessons and activities effective and enjoyable learning experiences for you and your students. And your lessons will naturally Finish With a BANG!