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Lesson Review
英語ノート
1 Pages 32 & 34 LessonToyokanbetsu Elementary (
豊寒別小学校
) on 06/22/2009 for 45 Minutes
英語ノート
1 Pages 32 & 34 LessonToyokanbetsu Elementary (
豊寒別小学校
) on 06/22/2009 for 45 Minutes
英語ノート
1 Teacher's Manual 76-86A = ALTS = Student(s)H = Home Room Teacher J = Japanese Teacher of English11:20 - 28The only question the students were not able to figure out on their own was “What isyour hobby?” Considering that was the only question they had not previously learned,I was happy with that result.For the head, shoulders, knees and toes song, I had a couple of different students leadthe class.11:28-37Students who were present were able to teach the absent kids what “do you have _______?” meant, after watching the HRT and I demonstrate a couple of times.Chose to point out on the board how “do you like” and “do you have” are similar andthat the responses are the same. Probably was a little too advanced for this group.Clothing vocabulary kept it quick and snappy. Student was able to grasp when I asked“what’s your name?” instead of “what is this?”11:37-48Activity 1. Demonstrated a few times with the HRT, checked the meaning with thekids, and then ran through it with me as the shopkeeper and one student as a customer.Then had the students do the dialogue together at the front of class. I don’t know howeffective this was, but the kids got through it quickly enough, with less help as timewent by.11:48-51Kids color their clothes. Placed a time limit on how long they could color, and it madea big difference. One “artist” who took the longest to color the last time got started onmaking an addidas design for his t-shirt, but ended up just filling it in pencil.11:51-12:05Students cut out their clothes [on the lines only], HRT and myself demonstrated thespeech “These are my clothes. A blue cap .. etc. I like blue.” Told the students to
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Lesson Review
英語ノート
1 Pages 32 & 34 LessonToyokanbetsu Elementary (
豊寒別小学校
) on 06/22/2009 for 45 Minutes
 practice themselves after that. They didn’t really. Then had them come up to the frontand give the dialogue as a speech. Really didn’t work very well.Evaluation
i
•
Lesson Plan
o
Were the objectives and aims clear?
Yes.
o
Were the activities effective?
 No,
o
Were the procedures appropriate for the students?
 No, they were too difficult.
•
Student Response
o
 Did all students achieve the aims intended?
 No, they did not understand how to say either of the dialoguesor really what “I like ________” means. They did at leastremember the names of clothes.
o
 Did they have a positive attitude toward communicating?
Yes
o
 Did they all take an active part in communicative activities?
Yes
•
Classroom Management
o
Was the atmosphere of the class positive?
Yes
o
Were instructions and questions clear?
Yes, but too difficult.
o
 Did the two teachers interact effectively?
Yes
o
Were AV and other aids used effectively?
 N/AThoughts
•
Make sure the kids are singing when we do the warmup songs.
•
Really don’t know if scripted dialogues have any value at all.Best Practices
•
time limits on things like coloring your clothes. Next Time
•
Ask HRT not to help the students if they cannot understand a question duringthe review questions. Only help if none of their classmates can figure it out.
•
Class
o
3 Students who didn’t give speech, give it
o
Clothes Let’s Listen page 35
o
Lesson 6 food vocabulary
o
“what do you want?” grammar point
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