Difference between revisions of "My Friends"
(Created page with "'''Name of Teacher:''' Dale Padoin (Kaiyo JHS, Arao) '''Class/Grade/Language Level:''' All four 1st grade classes at my school Language levels vary from single vocab to good...")
Latest revision as of 05:34, 10 December 2018
Name of Teacher: Dale Padoin (Kaiyo JHS, Arao)
Class/Grade/Language Level: All four 1st grade classes at my school Language levels vary from single vocab to good deductive skills
Textbook and specific lesson: Sunshine 1: Sunshine English Course Unit 6: 由紀のイギリス旅行 Parts 1 & 2
Goal: Vocabulary Third person pro/nouns and present simple verb forms
Grammar from p.60 Key sentences: I play shogi. My sister plays it too.
In this lesson, students will be able to identify the difference in verb forms when describing activities done by other people (third person singular present tense). Specifically, they will understand activities done by other ALT teachers living and teaching in Arao. They will then construct their own sentences about other people to describe their activities.
Preparation: I was asked by my supervisor to create a simple powerpoint about some of my friends to introduce the present simple tense in third person. I created a 4 slide powerpoint with simple information about name, likes, dislikes, general activities undertaken by the four other ALTs in my town. I thought this would be appropriate as they teach at schools their brothers, sisters and friends go to, and they would probably be interested to see who was teaching them English. Once I collated the photos and cropped them, putting it all together took about one hour. I checked with my supervisor once I had created the information and she gave advice about what to add in/take out.
The T1 also prepared a worksheet to be used in this lesson (attached below) which takes up the majority of the independent practice time.
Class time: 45 minutes
We ran with this structure for the initial lesson:
- 1. Greetings (3 mins)
Hello, How are you? Three daily questions (How’s the weather? What day is it today? What’s the date today?)
- 2. Powerpoint (first reading – 5 mins)
Tell the students I will talk to them about my friends. They all live here in Arao. But they are not Japanese! Who are they? Take some guesses and then start. Slowly read the sentences for the students. Pause after each sentence briefly for students to think and independently guess.
- 3. Second reading and comprehension (9 mins)
Brief questioning of students to see how much they understood (about half, 80% etc.) Read the slides again. This time T1 checks for comprehension after each sentence. Praise students for all reasonable attempts at interaction and guesses. T1 asks the students what the difference is with the verbs – elicit “s”, “es” form and ask why it’s different – elicit third person singular reference and brief comparison to verbs used for self-introduction/own information vs. providing information for other people. -Although it’s not a key focus until Part 2, students are exposed to “He doesn’t like …” form also – and briefly instructed that because the “s” for the verb is attached to the doesn’t verb, it is not needed in the second verb.
- 4. Vocab list (3 mins)
T1 introduces the term for third person. T1 also says students are not expected to memorise or say these new verb forms straight away – today we will practice saying them just once after me (ALT). I then say play – plays etc. with extreme emphasis on the “s” ending. Praise students when they clearly articulate two different verb forms with an “s” sound.
- 5. Whole class writing (5 mins)
T1 chooses a well-known character to present. She writes a few sentences on the board about the character. Highlights “e/s” and discusses the use of He and She (reminds students about male/female connection).
- 6. Practice writing (15 mins)
Students then use the sheet below to practice the use of He/She, third person singular verb use (e.g plays) and it’s negative form (doesn’t play). Circulate and praise, check and hint/encourage students to check any mistakes.
- 7. Consolidation/reflection (5 mins)
T1 writes consolidation point on the board: When you are explaining about someone else’s actions, put “s” or “es” on the end of the verbs. 自分以外の人の行動について説明する時には、動詞の後ろに「ｓ」または「es」を付ける。 Students repeat 2-3 times, write on their consolidation cards, and reflect on participation/comprehension level throughout the class.