Monday, August 01, 2005

For 2 nen-sei

You have already studied the basis about English lesson in English Teaching Methodology 1. You are going to study the theory (in ETM2) and the practice (in ETM3).

In English Teaching Methodology3, we invited some guest and did many role-playing lesson as a group. And we made our own blog to do assighnments on the Internet. For example, we commented on group members "In your lesson, oooo was good!", "oooo was not so good." and so on. Or we wrote our opinion on it.

This activity is little difficult if you don't have your own computer but you don't have to worry. You can do it in CS or the library. And I recommend using "Windows" to you because "Mac OS" has trouble with a desighn of screen and it doesn't work well.

I should review many many technical terms. There are a lot of things to do this summer.
You have to memorize some new words and technical terms and you mustn't forget it, I think.

Monday, July 04, 2005

KMKM's lesson

I felt the number practice started a little sudden, but It was good. And Short play was fun! They impersonated many characters. I enjoyed practice.
Group work was interesting. Students could enjoy using new English words in the game. And they did a listenimg test, I thoght listening was important to learn English.e

Team Y's lesson

Team Y used the subject matter in their introduction and they also used sentences of the textbook as it was. Students could hear the key words again and again. And they reviewed the last lesson. So I thought these ideas were good.
It was helpful for students to make sure of new words. And those cards were good, there was Japanese meaning on the back. But I felt if Team Y had given students more hints, students could have answered Japanese meanings.
Group work was interesting and useful. Students could enjoy practicing new words.

Wednesday, June 29, 2005

Key Points for teaching grammer

Key Points for teaching grammar
Key Point 5 "Some games can be used with key grammatical points" is interesting. Those games are easy for students and students can use new phrases happily.

Ideas for introducing new grammar
"Real things" is usefull and practical. Students can imagine and understand the connection, for example the size, the position and so on.
I think "Use dolls" don't fit with junior high school students. But Pupils must like it very much.

Ideas for practicing new grammar
"Substitution Table" is usefull because students can learn patterns from the table. And students use their brain to find an answer(have or has?).

Ideas for communicative activities
"Information Gap" is good. I did this activity in Mr.Unher's speaking class. It was interesting and I didn't need to be nervous because I worked with my friend. Students can enjoy using English. And "Muching game" is also interesting, I have never played such a game before. I would like to play this game.

Monday, June 20, 2005

DHC2' lesson

Their short play was very interesting and easy to understand. And they used a blackboard effectively. It helps my understanding well. I thought using a blackboard was important, students could learn a lot of words and understand many information from a blackboard if their teacher use a blackboard well.
A pair work was good. That was very useful to grasp that students could understand it or not, of course students could enjoy it very much. I

Team A' lesson

They did a review of the last lesson, It was very important for students. I didn't have this idea, I learned an importance of review. And I thought their lesson was good, for example, they asked the difference between "This" and "That", their short play was clear and comprehensible and they made a lot of chance to speak key-sentences. Moreover they used real things and many cards. Using such tools was very nice. I could understand easily.

Sunday, June 05, 2005

My Reflection on Team T's Leaaon

I thought your short play was excellent. I really enjoyed it! They used both English and Japanese, I could understand easily. And it was good to repeat the sentences for example, Are you...?, Nice to meet you. and so on.
But I seemed Mr. Abdoreim was puzzled because the lesson started suddenly, and he could not understand what to do. I felt this lesson was good for Japanese students. We were used to "Form (Style?)" of such a lesson. We didn't feel any big discomfort(違和感). However, Mr. abdreim was confused. I thought Team T had to teach more slowly or do some warm-up, and should not continue the lesson when Mr. Abdreim did not understand the key-sentences, either.

Sunday, May 29, 2005

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 English.
Japanese Wa tashi + (ga, no, wo or ni)
English I =Watashi-ga, my=Watashi-no, me=Watashi-wo(ni)
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 so.

Monday, May 23, 2005

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.