英語ノート
EigoNoto.com

Grade: 6
Lesson: 6 (1 of 1)
Target: I want to go to Italy!
Materials: CD & player; Text


Greeting- 2 minutes
Teacher to Students- Listen & Repeat (some or all)
Hello, Hi, Hey, Howdy, G’day, Good Morning, Hola, Aloha, Bon Jour, Bon Dia, Bon Journo, Ni Hao, Konnichiwa, Anyohaseyo, Sambaino, Kiola, Selamat Pagi (am) (pm-Siang), Shalom, Jambo, Asalamalekum, Zzdrastvet-yah, Namaste.

Janken 4’s- Warm-Up/Review/Conversation Skills Practice- 5 minutes
ALT/HRT: Janken and do the conversation first together, then with a few students to practice/demonstrate.
Students: Each student Janken and Converse with 3 others in groups of 4
Blackboard:   
W) I like soccer/pizza/green.
L1) I like soccer, too.
L2) I don’t like soccer.

Interactive Introduction- Teachers’ speeches- 10 minutes
Blackboard- spaces for each word in the speech, one sentence per line. Later, write HRT’s speech as it is given. (Save ALT’s speech for later.)
Speech-
(1 line) Hi.
(4) My name is Elton.
(3) I like pizza.
(3) I play soccer.
(5) I want to eat pizza.
(6) I want to see pro soccer.
(6) I want to go to Italy.
ALT- Give speech to students in steps:
1- After speaking the first time, ask students to tell WORDS they heard.
Write them in the spaces on the blackboard.
2- After speaking again, ask students what SENTENCES/LINES they heard. Write these in the spaces.
3- Speak again, line-by-line. Ask students for MEANING in Japanese.
4- Repeat steps 2 and 3 if needed.
5- After all words are complete on the blackboard, say speech one last time. Next- say speech one line at a time, letting HRT say their part after each line.
HRT- HRT give speech, Repeating and Changing the Pattern, one line at a time after ALT.
Students- Listen to teachers’ speeches and respond to teachers’ requests.

Let’s Listen 2- 8 minutes
Text- page 39
CD- track 48. Ken: Egypt; likes history; wants to see pyramids, Sphinx, camels in the desert. Ann: Japan; likes kimonos and sushi; wants to see Mt. Fuji. Mai: Italy; likes pizza, spaghetti, plays soccer. Ryo: Australia; likes animals, koalas and kangaroos, wants to see beautiful beaches.
ALT/HRT- Play the CD. Check the answers afterwards.
Students- Listen to the CD, write answers in text, check answers with seat partners, tell answers to teachers for checking.

Chant- I Want To Go To Italy- 10 minutes
Blackboard-
I want to clap 2X
I want to go to Italy. clap-clap
I want to  
eat pizza. clap-clap
play soccer. clap-clap
see pro soccer. clap-clap-clap

Teachers’ Speeches, again- Listen and Repeat the Pattern- 10 minutes
Blackboard- ALT’s speech from before.
ALT- Say speech in front of class. Next, again with HRT, saying one line at a time, waiting each time for HRT to say that line again, changing 1 or 2 words.  Then, do the Listen and Repeat the Pattern activity with the whole class. Students all respond in a very quiet voice.
Last, do the activity in this pattern with volunteer students.
Students- Listen, then later say own speech in a quiet voice after ALT.
Volunteer student says speech line-by-line with ALT.
HRT- Do activity with ALT and class.

Wrap-Up - 3 minutes
(Present common mistakes to the whole class. Write the mistaken point on the blackboard, and ask if anybody can see the mistake.) Or-
HRT to Students, in Japanese:
-What did we talk about today? 
-Were there some words you already knew?
-Did you learn any new words?
-What was fun or interesting?
-What was difficult?
-How can we make that easier next time?

Closing- 1 minute
Students: ‘Thank you! Good bye!’
Teachers: ‘You’re welcome! Good bye!’

eigonoto.com copyright 2010 Elton Ersch

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Grade: 6
Lesson: 6 (3 of 4)
Target: I want to go to Italy!
Materials: CD & player; Text


Greeting- 2 minutes
Teacher to Students- Listen & Repeat (some or all)
Hello, Hi, Hey, Howdy, G’day, Good Morning, Hola, Aloha, Bon Jour, Bon Dia, Bon Journo, Ni Hao, Konnichiwa, Anyohaseyo, Sambaino, Kiola, Selamat Pagi (am) (pm-Siang), Shalom, Jambo, Asalamalekum, Zzdrastvet-yah, Namaste.

Chant- I Want To Go To Italy- 5 minutes
Blackboard-

• I want to clap 2X
• I want to go to Italy. clap-clap 
• I want to eat pizza. clap-clap
• I want to play soccer. clap-clap
• I want to see pro soccer. clap-clap-clap
  

Janken 4’s- Warm-Up/Review/Conversation Skills Practice- 5 minutes
ALT/HRT: Janken and do the conversation first together, then with a few students to practice/demonstrate.
Students: Each student Janken and Converse with 3 others in groups of 4
Blackboard:    

• W)I want to eat pizza/play soccer/see pro soccer. 
• L1) I want to OO, too.
• L2) I want to (same verb) OO.
  

Teachers’ Speeches- 10 minutes
Blackboard- Write speech. Make yellow boxes around words to change.
Speech-
Hi. My name is Elton.
I like pizza.
I play soccer.
I want to eat pizza.
I want to see pro soccer.
I want to go to Italy.
ALT- Give speech to students.
Next- say speech one line at a time, letting HRT say their part after each line.
Then, do the Listen and Repeat the Pattern activity with the whole class.
Students all respond in a very quiet voice.
Last, do the activity in this pattern with volunteer students.
Students- Listen, then later say own speech in a quiet voice after ALT.
Volunteer student says speech line-by-line with ALT.
HRT- HRT give speech, Repeating and Changing the Pattern, one line at a time after ALT.

Let’s Listen- 10 minutes
Text- Page 40.
CD-

• Tracks 50 (Yano Sachi, go to China, likes & wants to see pandas);
• 51 (Tada Kenta, America, likes baseball, wants to play baseball in the majorleagues); 
• 52 (Kubo Yumi, Korea, likes and wants to eat kimchi).
  

Students- Listen to CD and write info into bubbles in workbook. Check your answers with your seat partner.
ALT/HRT- Play CD, then check students answers after they check together.

Prepare a Speech- to end
Blackboard- Same teacher’s speech as before, with words to change boxed in yellow. (HRT) Write Japanese meaning under/next to each line.
Students- Write speeches in workbook, page 41, in English or Japanese.
ALT/HRT- Assist students.

Wrap-Up- 3 minutes
(Present common mistakes to the whole class. Write the mistaken point on the blackboard, and ask if anybody can see the mistake.) Or-
HRT to Students, in Japanese:
-What did we talk about today? 
-Were there some words you already knew?
-Did you learn any new words?
-What was fun or interesting?
-What was difficult?
-How can we make that easier next time?

Closing- 1 minute
Students: ‘Thank you! Good bye!’
Teachers: ‘You’re welcome! Good bye!’

eigonoto.com copyright 2009 Elton Ersch

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Here is a short and simple chant to do with Lesson 6 in Grade 6- I Want To Go To Italy.  I have simplified the chant A LOT over what the workbook CD offers- one language pattern and lots of repitition.  Enjoy!

Grade: 6
Lesson: 6 (1 of 4)
Target: I want to go to Italy!
Materials: CD & player; Text

Greeting- 2 minutes
Teacher to Students- Listen & Repeat (some or all)
Hello, Hi, Hey, Howdy, G’day, Good Morning, Hola, Aloha, Bon Jour, Bon Dia, Bon Journo, Ni Hao, Konnichiwa, Anyohaseyo, Sambaino, Kiola, Selamat Pagi (am) (pm-Siang), Shalom, Jambo, Asalamalekum, Zzdrastvet-yah, Namaste.


Janken 4’s- Warm-Up/Review/Conversation Skills Practice- 5 minutes
ALT/HRT: Janken and do the conversation first together, then with a few students to practice/demonstrate.
Students: Each student Janken and Converse with 3 others in groups of 4
Blackboard: 

• W) I like soccer/pizza/green.
• L1) I like soccer, too.
• L2) I don’t like soccer.

Introduction- Teachers’ speeches- 10 minutes
Blackboard- spaces for each word in the speech, one sentence per line. Later, write HRT’s speech as it is given. (Save ALT’s speech for later.)
Speech-

• Hi. My name is Elton.
• I like pizza.
• I play soccer.
• I want to eat pizza.
• I want to see pro soccer.
• I want to go to Italy.

ALT- Give speech to students in steps:

1. After speaking the first time, ask students to tell WORDS they heard. Write the words in the spaces on the blackboard.
2. After speaking again, ask students what SENTENCES/LINES they heard. Write these in the spaces.
3. Speak again, line-by-line. Ask students for MEANING in Japanese.
4. Repeat steps 2 and 3 if needed.
5. After all words are complete on the blackboard, say speech one last time.
6. Next- say speech one line at a time, letting HRT say their part after each line.

HRT- HRT give speech, Repeating and Changing the Pattern, one line at a time after ALT.
Students- Listen to teachers’ speeches and respond to teachers’ requests.

Country Flags/Countries You Want To Go To- 5 minutes
Text- pages 36-37 (p.36: 1-Ghana, 2-France, 3- Korea, 4-Australia. p.37- l-r: Japan, USA, Australia, China, Korea, Brazil)
Blackboard- Write country names in English and Japanese as students say them.
ALT/HRT- Ask students if they know the country flags on pages 36-37. Later, ask students what countries they want to go to. Write the names in English & Japanese on the blackboard.
Students- Say the country flag names you know. Tell the countries you want to go to.

Let’s Listen 2- 10 minutes
Text- page 39
CD- track 48. Ken- Egypt, likes history, wants to see pyramids/sphinx/camels in the desert. Ann- Japan, likes kimonos and sushi, wants to see Mt. Fuji. Mai- Italy, likes pizza, spaghetti and soccer. Ryo- Australia, likes animals, koalas, kangaroos; wants to see beautiful beaches.
ALT/HRT- Play the CD. Check the answers afterwards.
Students- Listen to the CD, write answers in text, check answers with seat partners, tell answers to teachers for checking.

Chant- I Want To Go To Italy- 10 minutes
Blackboard-
I want to clap 2X
I want to go to Italy. clap-clap
I want to eat pizza. clap-clap 
I want to play soccer. clap-clap 
I want to see pro soccer. clap-clap-clap

Teachers’ Speeches, again- Listen and Repeat the Pattern- if time
Blackboard- ALT’s speech from before.
ALT- Say speech in front of volunteer student, one line at a time, waiting each time for student to say that line again, changing 1 or 2 words. If there are no volunteer students, do the activity in this pattern with the HRT.
Students- Volunteer student says speech line-by-line with ALT.
HRT- Do activity with ALT if no students volunteer.

Wrap-Up- 3 minutes
In this lesson we study about making a speech.  What are some things that good speech makers do?

• Eye contact
• Speak slowly, loudly and clearly
• Use gestures
  

Closing- 1 minute
Students: ‘Thank you! Good bye!’
Teachers: ‘You’re welcome! Good bye!’


eigonoto.com copyright 2009 Elton Ersch

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Gr. 6-6 I want to go to Italy!
Lesson Focus- Making a speech
EigoNoto.com Additions: I Want To Go To Italy Chant; Teachers’ speeches; Vocabulary students want to know
Life Long Learning Skill: Listen and Repeat the Pattern
Additional/Alternate Activities: EigoNoto.com Chant; Teachers’ speeches; Speech making in pairs and small groups; volunteers only in front of the whole class.

Book 2 Lesson 6,  I want to go to Italy! finishes in lesson 4 with students making short speeches about what country they want to visit, and why. Speech making was a very important part of my language study. Experience tells me that practice, both listening and speaking, is important in developing this skill.

Based on the goal of the final lesson, this looks like a difficult lesson for lower level students, or students who have no experience speaking English.


In addition, the first 3 listening activities contain a lot of language that is not used in the example speeches given in the final listening activities. In the first 3 lessons, the students also don’t have a chance to speak or practice what they’ll be required to say in the final lesson. And the ‘chant’ has a beat, but none of the other qualities that make a good chant. In fact, this is the Eigo Noto chant I use in training as an example of a bad chant.

Considering these points, I think there are several ways the contents of Eigo Noto Lesson 6 can be improved. I have added Teachers’ Speeches to each of the lessons. This should give students clear guidelines regarding what kind of speech they should be making, and also help HRTs build English speech making confidence. The chant also needs simplification, so I have rewritten it to ‘I want to go to OO/eat OO/see OO/play OO.’ The Janken 4’s activities at the beginning of the 4 classes will also review and practice the patterns used in the students’ speeches: 1-I like OO. 2-I can OO. 3-I want to eat/see/play OO./go to OO. Repitition, practice and review, and a narrowed range of language patterns, are my goals in this revision.

The EigoNoto.com lesson plans will also include countries’ flags, country names the students already know, and ask the students for reasons they want to visit these countries. The Life Long Learning Skill Listen and Repeat the Pattern will also be made explicit, and used and practiced throughout the lessons.

The final lesson, when students make their speeches, suggests speech making in this format:

• First in pairs;
• Second, in small groups.

And, while students are speaking or listening in the above 2 activities, students in turn will be asked to come in front of the ALT or HRT and say his or her speech. Students who can will say their speeches. Students who can’t will have the option of Listening and Repeating the Pattern with the teacher. This is an activity that will be modeled and done in class throughout the previous 3 lessons, so students should be familiar with the activity.

Finally, volunteers can make speeches in front of the whole class.

These groupings for speech making allow students to practice their speeches many times, not just once in front of the class (practice and repitition). Doing the speeches in small groups, and in front of a teacher, also lessens the stress for students, who typically don’t like standing in front of the class to make speeches (Eigo Noto lessons are not supposed to make students dislike English, right?!). Lastly, only students with the confidence to volunteer are asked to make speeches in front of the class. In the case that no students volunteer, a free-moving pairs activity can be substituted, so students can continue to practice speech making, but only with partners they choose. Or, volunteers could have the option of doing their speech with the aid of the teacher in the Listen and Repeat the Pattern format.

The goal of Lesson 6 is quite high for many students. With the simple goal that ‘all students feel a sense of accomplishment in the final activity,’ I think these changes will lower the bar (and the stress) for many students, and better prepare them all to succeed.