Difference between revisions of "Do you know how to read this kanji?"

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(Created page with ":'''Name of Teacher:''' Brian Dinnie :'''Class/Grade/Language Level:''' Junior High School 3rd grade :'''Textbook and specific lesson:''' Do you know how to ~? :'''Goal...")
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Latest revision as of 19:54, 14 July 2014

Name of Teacher: Brian Dinnie
Class/Grade/Language Level: Junior High School 3rd grade
Textbook and specific lesson: Do you know how to ~?
Goal: To attain apprehension of the grammar point `Do you know how to+V+N?` using the example `Do you know how to read this Kanji?
Class time:

1) Conversation between JTE and ALT.

The conversation utilizes the grammar point using Japanese Kanji as a subject. Four or five examples are used in progressively more difficult order. The JTE asks the ALT, `Do you know how to read (or write) this kanji?` The response is, `Yes I do. I know how to read this kanji. It`s ~` (or in the negative). The first kanji is quite simple; by the last kanji even the students should not know how to read/write it. The ALT will know how to do so from preparing for the lesson.

The writer of this activity has a certain bias in regards to Kanji-the writer enjoys them! However, other ALTs will be surprised by the interest students take in these characters, especially when they do not know what they mean. So please use this example of you find your junior high school students to be disinterested in a lesson.

2) Explanation of grammar point.

This part of the lesson is quite common in junior high school. The JTE will expand upon what the previous conversation discussed. This ensures that the students completely understand what was acted out.

3) A hand-out sheet of 4-5 examples is given to the students.

This will show the different ways this point can be used. The writer used the examples, `Do you know how to sing this song?` `Do you know how to play that sport?` Do you know how to use this~?` and `Do you know how to say ~in English.`

4) Speaking practice.

This writer used the electric blackboard to show a list of moderately difficult and rare kanji. The students were asked, `Do you know how to read this kanji?` The students had to answer, `Yes, I do (or in the negative). I know how to read this kanji. It`s~.` The students should be quite interested in the challenge. The writer was very surprised by the sudden energy injected into a third grade classroom that this kanji challenge brought about.

5) Writing practice.

A writing sheet with 4-5 examples created by the JTE and ALT should be utilized to reinforce the speaking practice the students learned. The examples can vary in the contents of verbs and nouns but should not deviate from the grammar point.

This lesson plan is based on a standard lesson plan format used in junior high school. Sometimes junior high school does not allow the ALT to be as flexible as an ALT can be in elementary school. This is especially true for third graders, who have lots of particular studying to do as they prepare for their high school entrance examinations. So the key focus of this lesson plan is utilizing a subject matter that your junior high school students can understand and enjoy. This class utilizes English to talk almost completely about Japanese characters readings! If one thinks like their junior high school student, one may teach their junior high school student.