Simple directions and taking the tram (3rd grade/ New Horizon 2 Unit 5)

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Name of Teacher: Amanda Heng

Class/Grade/Language Level: Special Needs Schools and Classes JHS Special Needs3年生 x4 students and one1年生

Textbook and specific lesson: Adapted from New Horizon 2 Unit 5 Pg 56-57

Goal: Students learn to give very simple directions on how to take the tram in Kumamoto

Preparation: Map of Kumamoto’s tram routes Handout: Tram Route Map

Class time: 50 mins

This being the first lesson, the focus is only on how to guide someone to take the tram to places of interest. The ALT takes the role of the person asking for directions.

1. Start by asking the students if they know how many tram lines there are and the most famous tourist attraction in Kumamoto. This will introduce the words “tram”, “A line”, “B line” and “Kumamoto Castle” (or whatever they come up with).

2. Demonstrate the dialogue with the JTE slowly (we did it three times). My students didn’t understand that much so we just asked them what words they had picked out. Then I read each line aloud and asked them what it meant in Japanese.

3. Write the dialogue (only their lines) together with the pronunciation in katakana on the board. Drill as needed.

4. Distribute the maps. JTE asks them to identify each drop pin to make sure they know the places of interest. Choose a boarding stop and let them find it on the map. Then choose a place of interest and ask them to teach you how to get there by tram. Practise a few more times until they seem comfortable. After this, you can ask them to direct the JTE and each other.

Student’s dialogue (activity itself)

A: I’m now at ________. I want to go to ________.

Students: Take the A/B line from ________. Get off at __________.

A: Thank you.

Students: You’re welcome.

Dialogue (when I demonstrated with the JTE)

ALT: Excuse me. Which tram goes to City Hall?

JTE: City Hall?

ALT: Yes.

JTE: Take the A line from Kengunmachi. Get off at Shiyakusyoumae.

ALT: Thank you.

JTE: You’re welcome.

Notes:

  • They were allowed to say the names of the tram stops in Japanese so that they only needed to focus on saying the directions in English.
  • They were encouraged to use English for places of interest where they were able to.
  • They were given time to figure out where the stops are.
  • When they asked for directions themselves (A’s part in the student’s dialogue), they did so in Japanese.
  • If the map isn’t very clear in black and white, it might help to highlight either of the tram lines on their copy.

The JTE:

Explains instructions, new words and lesson dialogues in Japanese Writes the pronunciation of new words in katakana Demonstrates the dialogue with the ALT Helps each student individually

The ALT: Introduces new words in English Practises with them by asking for directions until they seem comfortable enough to do the activity with each other Practises with the students individually