Practicing "You Should" with illustrated handout (1st-year SHS in low-level academic schools/loosely based on Voice OC1 Lesson 9)
Names of Teachers: Sara Brown and Kana Sakaue (Kikuchi High School)
Class/Grade/Language Level: 1年生4組 – Regular Course/ Many students still aren’t sure what “How do you come to school?” means.
Textbook and specific lesson: LOOSELY based on Voice OC1 Lesson 9 (“How are you?”)
Goal:Students will recall basic phrases they learned in JHS concerning health and describing symptoms and also learn new phrases as well as how to offer advice to a sick friend using “you should…” grammar, which they are currently learning in their English I (grammar) class.
Preparation: Make handouts and flashcards to be used in class (P1 & P2) Handout: P1 & P2
Class time: whole class
Part I – Introduction/Key Expressions
We usually begin our lessons with a dialogue (“Teacher Talk”) that is on-topic for the day’s lesson and includes the Key Expressions (ripped from the Voice OC textbook). The students are given handouts (see P1) that have the dialogue written out so they can follow as they listen. After repeating the dialogue a second time, we review the meaning of the Key Expressions and the students are asked to write the English meaning for the Japanese already written on their handouts. I always ask the students to repeat the phrase several times and give them some simple examples – in this case, I charade running a marathon and exclaimed how thirsty I was, to which Ms. Sakaue replied that I should drink some water. We do several such examples and give the students Japanese phrases to translate to English as a class (for example, I say 「寝た方がいいですよ。」and as a class, they students reply “You should sleep.”).
Part II – Phrases and Vocabulary
I found that large flashcards with ridiculously terrible hand-drawn pictures are a great way to capture the attention of the completely disinterested students, so I make flashcards for each of the words/phrases from the lesson. The flashcards are in English, and for this lesson, I created a handout (P2) for the students with same pictures from the flashcards and a space below for them to write in the Japanese meaning. I didn’t teach them the Japanese meaning in the hopes they’d connect my charades and pictures with the correct Japanese phrase, but both Ms. Sakaue and myself went around the class later to check that everyone had the right words written. We review the flashcards several times and then do a review with smaller flashcards that only have the Japanese meanings written. We like to review by rows and have all students stand up, only letting them sit down if they can say the correct meaning in English (I find it more beneficial for them to produce the English instead of just merely comprehending it). If they can’t produce the meaning, Ms. Sakaue goes back to the beginning of the row and start again, moving on the next once everyone in the row before has sat down (been able to produce the correct English).
Part III – Pair Activities
After going over the large picture flashcards one last time, the students are broken into pairs and randomly given “symptom cards” – copies of P2 cut up into individual pictures with the Japanese meaning written – and take turns asking each other “What’s the matter”/”What’s wrong?” and replying with the English for whatever symptom card they received. Both Ms. Sakaue and I walk around to make sure the students are able to recall and use the new expressions and phrases correctly.
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