Teaching Japanese Students various English expressions will be presented

1
INTRODUCTION

• Teaching Japanese Students various English
  expressions will be presented
• This Instructional Plan will explain to Japanese
  students how to use everyday English expressions
  formed with the verbs
• do
• get
• go
• have
• make
• take

2
Instructional Goals

• Students learning a second language, like
  English, need to focus on different aspects of
  language acquisition such as reading, writing,
  listening, and speaking.
• Words are more easily learnt when learners
  manipulate them therefore making them their own.
  They must use the words in their own context to
  make them part of their every day language.
• To address their educational needs, Big Bear
  English School has developed a one hour lesson
  that intends to help Japanese students
  consolidate their knowledge of English
  vocabulary.
• This lesson will use a vocabulary game to provide
  students with an enjoyable way of using the
  useful everyday words and an opportunity to use
  the vocabulary in a memorable context.

3
Instructional Objectives

• Upon completion of this lesson, students will be
  able to
• 1. use everyday English expressions such as
• Do the cleaning, the cooking, the ironing, the
  dishes, your homework
• Get cold, dressed, angry, tired
• Go clubbing, running, shopping, swimming, to
  bed, upstairs
• Have a drink, a meal, a party, a rest, a shower
• Make a mess, a noise, a phone call, friends,
  the bed
• Take an exam, a photo, the bus, your coat off
• 2. use the expressions correctly
• 3. be able to play "Snakes and Ladders".

4
Learner Characteristics

• In order for the students to succeed with this
  lesson, the instructor has to be prepared with
  the following
• the instructor will need to communicate some of
  the instructions in both English and Japanese
• the instructor will need to constantly motivate a
  high percentage of students during the exercises
• the instructor will need to keep the lesson
  moving smoothly.
• The more skilled students will probably need less
  guidance and more autonomy compared to the lesser
  gifted students who will require more guidance
  and time from the instructor.

5
Learning Context

• To maximize student learning, the environment of
  the classroom has to be as inviting and as
  non-threatening as possible.
• sound-proof room
• windows need blinds
• adequate heating and cooling systems
• nothing to detract the attention of the learners
• the instructor in an area that easily seen and
  heard.
• eye contact with the students.

6
Performance Based Objectives

• In the lesson, the learners will follow
  attentively the directions given by the
  instructor.
• After the explanations and examples are given,
  then the students will practice the different,
  everyday English expressions in small groups.
• They will practice using what they have learnt in
  an adapted snakes and ladders game scenario.
• The instructor will be able to judge student
  abilities by observing and listening to the
  various groups.

7
Assessment

• To win the snakes and ladders game, students in
  groups will need to use the everyday, English
  expressions taught to them in the lesson.
• The instructor will walk around the different
  groups of students and observe the learners.
• The instructor will have the opportunity to ask
  students from every group during their game to
  demonstrate what they have learned from the
  lesson.
• Depending on their answers and their level of
  enthusiasm during the lesson, the instructor will
  be able to determine if the lesson was a success.

8
Instructional Strategies

• In this lesson, in groups of 3-4 the students
  will play an educational version of snakes and
  ladders.
• First, the instructor will explain the various
  English patterns, and give demonstrations and
  instructions of how to play the game.
• The students will observe, and take notes should
  they need to refer to them during the game.
• In order to advance in the game, the students
  will need to use the everyday, English
  expressions that were previously taught by the
  instructor.
• The game functions as a learning tool and as a
  testing method.
• During the games, the instructor will observe the
  group members, and provide them with continuous
  feedback.

9
Media Selection and Rationale

• An instructor has the difficult task of choosing
  the appropriate media to increase the
  instructional process.
• In this second language class, students need to
  practice speaking in order for their learning to
  be meaningful.
• Using a game such as "snakes and ladders" creates
  a positive learning environment. The game creates
  a positive competition amongst the players in the
  small groups.
• The most gifted students as well as the least
  gifted students have an equal chance of winning
  this game.

10
Instructional Content

• The instructor will spend approx.15 minutes doing
  the warm up exercise. In this warm up exercise,
  all 30 English everyday expressions formed with
  the verbs
• Do the cleaning, the cooking, the ironing, the
  dishes, your homework
• Get cold, dressed, angry, tired
• Go clubbing, running, shopping, swimming, to
  bed, upstairs
• Have a drink, a meal, a party, a rest, a shower
• Make a mess, a noise, a phone call, friends, the
  bed
• Take an exam, a photo, the bus, your coat off

11

• The instructor will focus on the main activity.
• He/she will first explain the "snakes and
  ladders" game in English and in Japanese.
• After this has been successfully explained and
  demonstrated, and all of the questions have been
  answered, the students can then play the game.

12

• Warm up activity
• to familiarize the learners with the language
  that will be required in the activity.
• draw six columns on the blackboard.
• In each column - one verb
• The students need to draw six columns in their
  notebooks.
• give the students a copy of the vocabulary grid.
• tell students each vocabulary item goes with one
  of the six verbs.
• ask two students to provide the class with an
  example.
• write the answers in the appropriate columns on
  the board.

13

• For the second activity, students will be divided
  into groups of 4.
• Every group given a die
• each student to make own name counter
• students take turns throwing die, moving counter
  along squares of "snakes and ladders" game.
• landing on a square, requires students to make a
  sentence using picture and word in square.

14

• Example
• 'Ichiro is having a shower'.
• Group members decide if sentence right or wrong.
• If sentence correct, player stays.
• If wrong, player moves back two spaces.
• If student arrives on square with ladder, can go
  up if sentence is correct.
• If player lands on snake's head, goes down the
  snake regardless.
• Winner is first student to reach square 30.