Difference between revisions of "6th grade, Verb Review"
(Created page with "'''Name of Teacher:''' Todd Hargrave '''Class/Grade/Language Level:''' ES 6th grade '''Textbook and specific lesson:''' Reviews numerous lessons of Hi Friends 1, leads into...")
Revision as of 07:23, 11 July 2014
Name of Teacher: Todd Hargrave
Class/Grade/Language Level: ES 6th grade
Textbook and specific lesson: Reviews numerous lessons of Hi Friends 1, leads into Hi Friends 2 lesson 4
Goal: To get students thinking about the meanings of various verbs
Preparation: 20 minutes (preparation for the first class) Handout: (attached)
Class time: 2 periods, 45 minutes each
My approach this year to 6th grade is to try to help my students understand that 動詞(doushi, verbs), are as a very useful way to do basic communication in English, along with knowing various nouns or set phrases.
In Hi Friends 1, 5th graders learn the verbs like (lesson 4,5) and want (lesson 6). They learn patterns that use these verbs: Do you like/want ○○?, What △△ do you like/want?, I (don’t) want/like ○○(s), etc. Lesson 8 follows this up with teaching the verb study. Lesson 9 is about teaching “would like”, but I don’t find this to be a useful expression at this stage of speaking English and, seeing as how Hi Friends is just a guideline, I instead emphasize instead two new verbs: eat and drink.
Hi Friends 2 Lesson 4 introduces a whole slew of verbs, and verb phrases, which are easy for students to confuse; chief among these verbs is play. Verb and verb phrases continue to be introduced in Lesson 7, and are also useful in lessons 6 and 9’s presentations. Essentially this is a jump up to a much more difficult level of English study for the students, where phrases are learned instead of single words and students are attempting to say much longer sentences from memory. In order to ease this transition, I created a verb review mini-lesson before lesson 4.
Class Period 1
First, I ask the class if they can translate some simple Japanese into English. (Ask the HRT to say these if you can’t).
私は犬が好きです I like dogs. あなたはゲームが好きですか。 Do you like games? あなたはフルーツは何が好きですか。 What fruits do you like? 私は納豆を食べません。 I don’t eat natto.
Review the meanings of like, want, eat, drink, and study. Explain, or have the HRT explain that these are 動詞 (doushi, 6th graders should be familiar with the term from kokugo class).
Now comes 究極 (kyuukyoku, extreme) questions time! Have students form pairs and stand up. Ask a question like: Do you like music or games? Confirm that they understand the meaning. Then have them both answer at the same time. This is a game that Japanese children play normally, so they should catch on pretty quickly. If a pair’s members each have the same answer they sit down, if not they answer the next question (sitting pairs can still keep playing the game). Hopefully the class will dwindle down to a couple pairs of kids who are frustrated at how their tastes just don’t match. Use want, drink, eat, play, broad questions or more specific questions to vary things up.
Do you eat curry or hayashi rice? Do you study home ec or science? Do you drink Aquarius or Pocari Sweat?
Next, pass out a worksheet like the one I have included, where they select from three options, as in: do you like games, sports, or music? Explain that choosing one means giving up the other two (you can always have tons of games but are never able to play sports or enjoy music, etc.), and have them make their decisions quickly, they may agonize if you don’t! Then, see how the class voted by having them move to different areas for each option or by raising their hands and tallying the votes.
If you have any time left, you can emphasize the usefulness of knowing verbs by saying challenge sentences and having them guess the meaning, even using JHS grammar.
What Japanese food do you eat? I like to study Japanese. I want to eat a hamburger.
Class Period 2
Now the students will use “Do you eat/want/drink ○○?” in a full blown game!
Please see the attached Guess who game handout. Players play in pairs. One person chooses a character and the other person tries to find out who they are by asking questions. The top category uses “Do you eat ○○?” with steak, pizza, and ice cream as possible answers. The middle is “Do you want ○○?” with love, money, and time.
The bottom is “Do you drink ○○?” with tea, milk, and orange juice. Play a practice round or two, with you as the guesser or the guessee vs. the class until students understand it.
The objective is to narrow down possibilities, and guess your partner’s identity in as few questions as possible. Of course, students should play with as many people as possible in the time allowed!
Go to Elementary School