Junior High School Grammar
As a student, I feel "I am...", "It is...", "You are..." and the auxiliary
verb:can are easy for me. I learn them as a chunk.
And I feel the declension
is difficult because these constructions are different between Japanese and
Japanese Wa tashi + (ga, no, wo or ni)
English I =Watashi-ga,
Next, I feel the objective case of the
relative pronoun and the participle are difficult, too. I mix the past
participle with the passive voice.
As a teacher, Practically, I think the
third person, the passive voice, the present perfect, the sentence pattern, the
participle, the gerund, and the tag question are difficult to teach. We don't
have any ideas like the third parson in Japanese. And It is difficult to rewrite
SVC and SVOO.
Teaching these grammartical elements comprehensible is very
difficult. I can teach "Do you...?" or "I want to...." etc. as a foemula chunk,
so they look easy at first sight but they are not necessarily easy. I think
An answer of the question from JH
I am sorry. My opinion lacked of a explanation.
When we did Total Physical
Response, I did not understand a shoulder or a arm. I felt this was a very very
little misunderstanding but it was going to be a cause of some error. I also
felt "Was it Ok?" Therefore I thought like that.
Assignment4 Sniffle's entry reflection
I worked a greeting with A. I said "How are you?" but nobady did not say "And
you?" so I was troubled. And though three students answered, I could not say
anything. I was sorry about it.
We had to think our lesson more enjoyable
thing because this teaching material was "Hamburger shop", there were another
way which could teach students numbers enjoyable and how to use it in our daily
life. Our lesson had a success with Speaking but our lesson was lack of
"Talking" with each other. So I thought that we ought to have had "Work(Talk)
with your partner" time and used that sentences.s
I felt "Repetitions" and using a "Visuals" helpful. It was effective to learn
keywords by using eyes and ears. And "Total Physical Response" was helpful, too.
Students could make a connection between the bady movement(meaning) and the
word. I almost agreed with that lesson. There were great methods but I thought
some students might have worries about "Is my idea really right?" during the
class, because there might be some mistakes even if the teacher taught
carefully, for example hands or fingers? shoulders or arms?
I was confused then, because nobady knew my father's name so I hesitated to