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.
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.
e
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.
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.
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.
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.
.
I
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.
