When you need an activity, I got you. Here are my top 10 games to practice any language pattern or vocabulary set.
This original worksheet pack is intended as a unit ending project for the Hi! Friends 2 Lesson 6 textbook chapter. It takes an entire lesson to complete. After having reviewed how to tell time and how to describe activities in daily life in English such as ‘go to bed’, I take the last lesson in the unit as a chance for the kids to ask each other the questions.
To demonstrate the question format, I have the kids do the teacher interview from page 23 of the textbook with me as a class. I tell them to open their books and guess at what their homeroom teacher’s life is like. I personally get up at 6:15AM, but your homeroom teacher? When does she get up? The word used for predict in the book is “yousou”, by the way. Then, I have them repeat after me and use interviewing the homeroom teacher about their bedtime and morning alarm time as an excuse to drill the class. It’s always bizarre how little sleep these teachers get. Like, you’re not impressing anyone getting 4 hours a night. That’s pathetic.
After completing this textbook teacher interview as an excuse to drill the question, I introduce the project. Ok, your teacher gets up at 4AM, but what about you? I pass out the data interview sheets printed out on B5 paper and tell the kids to get into groups. Each group gets one ‘question’. I have 8 ‘questions’ for a regular class of 8 groups. The 9th is for demonstration.
I put my interview sheet and one of the blank bar graphs up on the chalkboard, and then drill them in the question as I go around the class and ask everyone I can what time, say, they go to bed. Once I’ve got like 20 kids’ answers, I bust out a red marker and fill in the data. Ok, 9 of you go to bed at 10PM, 6 at 10:30, and five at 11. Bar graph complete. Then, once they get the picture, I give each group a blank bar graph and a red marker. Group 1, your question is…. What time do you eat dinner! And so on.
Each kid must complete 10 interviews to get the completion stamp for the day. As the kids complete their data collection, I tell them to sit back down and confer with their group. Some super smart classes will weed out duplicate names for accuracy. Some will just count up the number of instances that a particular time appears in each group member’s interview results. It’s not a statistics class. It doesn’t matter how they go about it.
I print the bar graph pages on A4 sheets and when each group finishes, I glue their results to a piece of poster size graph paper up on the chalkboard. If they finish quickly, we go over the results and deduce the average time the kids in that class do things like take baths and do homework. They like it because usually they’re young enough to not have really thought about how their daily routine differs from their peers. And, it’s a fun project even if lots of kids blow off the English speaking part of it.
Lesson 5 in the Hi! Friends 2 book is a weak lesson. It is an attempt to build upon the Hi! Friends 1 lesson about wanting things. Back in 5th grade, you see, kids are supposed to learn statements about things they like with “I like…” which is then expanded into “Don’t” negations, Yes/No questions, and open ended What based questions. After all this foundation is laid, the book thinks you can just spend a single lesson telling kids to swap out “like” for “want” and they’ll just get it. But, they never do. It doesn’t stick. Then, come this lesson, they’re supposed to attach verbs to “want” and say things they want to do rather than just things in noun form that they want. Because of this lesson weakness, I’ve reworked a lot of the activities from this lesson and its Eigo Note predecessor that just sort of give information to students but don’t demand they produce a lot of complicated language. It works… ok. [STATUS: IN PROGRESS]
On the very last day of school this year, we held the closing ceremony for the school term followed immediately by the send off ceremony for all the school staff who wouldn’t be returning for the school year. To say good-bye and thank you to the teachers who were leaving, many of the 6th graders who had graduated in last week’s ceremony came back with their parents to give gifts to and take even more photos with these and other teachers. I sat off to the side, watched the speeches, and at one point got a tap on the shoulder.
A round faced girl who had just graduated handed me a small envelope. “Thank you!” she said. I’d given here a small gift, a copy of the original Winnie the Pooh stories in English, as a graduation present.
It was mostly a gesture, rather than a reading recommendation. Her English isn’t native level. But, her sister’s was.
Normally, I give students who stand out small tokens of my appreciation when they graduate. But, those are typically letters and stationary. I’d only given this girl the book because she’d mentioned, over a year prior, that her among elder sister’s prized possessions was a set of books I’d given said big sister nearing her own graduation years prior. I’ve been at this school for almost half a decade. I’ve seen many siblings grow up and graduate. I’ve called big brothers by their little brothers’ names by accident. Kids come and go, but this girl’s older sister is a girl I can never forget.
It was my first year at this school that I met her. I instantly took notice. For the first part of the year we held English class in a side room near the music room instead of in the regular classrooms. Each class, students would bring their books and pencil cases and sit at long, college style tables. Unlike the assigned seating of a regular classroom, kids got to sit wherever they wanted in English class. Boys clustered near the back, girls in their cliques. But one girl, one round faced girl with a very pink wardrobe, always seemed to sit alone.
I know she wasn’t entirely alone in her school life. She had friends. Maybe it was just English class. She was what they call a “Returnee” or “Kikokushijo”. She’d spent a formative part of her life abroad and spoke native English. She was a regular Japanese kid, who was also a regular American kid. And, when she first made small talk with me, her American accent was like birds song to my ears.
It’s easy to guess that her level of English was intimidating in English class. But, she never resented coming to class. I tried to dote on her, to praise her, to thank her for her participation. I felt like nothing I did was ever enough. I wanted to give this poor girl the world. But, I settled on a handful of notes, a few books, and once, a pack of gel pens. It was a hard year for me. The school’s curriculum and scheduling were all over the place. I did not give her or her class the same level of teaching that I am capable of now. But, she was never critical. She was always kind. She always played the games, did the activities, and joined in the conversations.
But that was years ago, right?
It wasn’t until her little sister mentioned it that it even occurred to me that the memory of me might have stayed with this girl. Her sister was too young during their time family’s time abroad to have the perfect bilingual tongue big sis had picked up. But, she had the same gentle nature and round face. I waited to open the letter she’d given me after the ceremony was over and the students had gone home.
The stationary was appropriate. AnnaYuki! With my pale skin and braided hair, I’ve been compared to Elsa from Frozen since the film came out in Japan. The gift was appropriate, too: A pack of pencil lead in a case with my favorite character from the anime the 6th graders were all into this year. I did that magic trick where, despite being an adult, I was able to name all the characters on the nerdy girl’s folder that one time and from then on they knew. Teacher is one of us!
But the letter hit me like a ton of bricks. The top half of the page was sweet, simple Japanese from little sis thanking me for the book. The bottom half was big sis, basically on her way to high school, chiming in.
The last line of her note was:
Please come to my school!
I mean it’s a joke. It’s a silly teasing line. Lots of kids come back from the endless busy work and spelling tests of junior high English class and tell me they miss my classes where all we did was chit chat about ourselves using the grammar pattern of the day. Not quizzes! No homework! Awesome!
But it made my heart ache. She graduated years ago. She’s a teenager now. She’s well on her way to her awesome, adult life. But, she still had it in her to grab her baby sister’s note to teacher and teasingly invite me, the bumbling teacher who never did nearly enough for her, to be her teacher again.
And then I thought about the other, sweet girl who I had given a graduation gift to. Her family hadn’t spent time abroad, her family was, at least in part, foreign born. I had done the same for her. She had written me letters to practice her language skills, and I had always quickly, joyfully written back. The first time I heard her name, so different from her peers’ names, I praised it’s beauty and uniqueness. She repaid every bit of kindness with kindness of her own. And I hope that in three years, when she, too, is on her way to high school, that she can look back and say she had a nice teacher. I hope she, too, can look back and say she had a teacher who saw her differences for the strengths that they were. I want so much for them and their futures.
I beg of you. Take care of your students. Especially the different ones.
I’m the foreign teacher. Students who are touched by “foreignness” always seem to be shoved toward me by their peers, whether they choose it or not. I have always and will always give them the praise, adoration, and reverence they deserve. You should, too.
It’s March which means lots of new AETs/ALTs are graduating college and getting jobs in Japan. You may be getting ready to fly out now! But, while there’s lots of vague information out there about the transition, specifics can be hard to come by. So, to let you know what you’re financially getting into, here’s a break down of what I make and what I pay.
I work full time hours as an ALT/AET, but my contract is for gyomu itaku; an outsourcing or dispatch contract. For this work I make full salary 8 months out of the year, and a reduced salary for four months covering winter break, spring break, and summer break.
Yearly Income: 2,600,000 yen
Rent: 62,000 yen per month
Internet: 6,000 yen per month, paid to two different companies
Smart Phone: 10,000 yen per month
Power, Water, and Gas Utilities: 30,000 per month in winter, 18,000 yen per month in summer
Health Insurance: 15,000 yen per month for 9 months each year
I have never received a raise at any of the places I have worked in Japan. In order to increase my salary, I have had to leverage my experience to get a better job at a different company. Initially, I worked multiple part time jobs to pay the bills, but I prefer one regular job to several more lucrative ones with irregular hours. Also, it is much easier to make ends meet while sharing a living space with someone else.
A preview of my coming write up on my minimalist take on the 5th grade restaurant section from Hi! Friends 1, Lesson 9: “What would you like?” for Laura. For the last piece of this lesson I throw caution to the wind and just have the antsy, end of the year 5th graders play pretend restaurant. After a quick demo, and with some setup, each group of kids at the front of the room becomes a restaurant, and all the kids at the back of the room become hungry patrons. Printables below the cut.
One of the later lessons for YICA’s 3rd grade curriculum focuses on time. It has a strong start, with a brilliant gesture based game and easily understood time bingo, but then falters at the end. Concentration? Really? So, I’ve swapped out the last activity of the unit with a variety show style time quiz.
Pro-tip: Get a chalk holder. In winter especially, the feeling of chalk dust on my fingers is just disgusting. It gets all over my clothes and my hands and I just accepted that horrible situation for years. But, there is another way! One of the third grade teachers had one of these. I grabbed it and used it in class and was blown away. Not only does this puppy have a thick, pen-sized barrel, but the cap has a powerful magnet to stick it to the chalkboard when not in use. Never have to hunt for scraps of chalk on the fly ever again! I carry this in my regular pencil case. No mess! I got mine at Tokyu Hands, but they sell it on Amazon.co.jp for pretty cheap, too.
予防 (よぼう/yobou) Prevention.
This one’s going around the school this month in the contexts of preventing catching the flu. Wash your hands. Wear a mask. Sit far from each other at lunch. Gargle water like that has any effect at all. Prevention. You know, I think I wash my hands more than most doctors and yet I still catch the flu every year.
I won the worst gashapon BB-8 stationary item. How do I use a bulky paperclip like this for anything but decor? At least he looks good guarding my work laptop!
I’m not gonna lie. The grammar in this chapter is all over the place. What do you study? Please! Ok, I get it. We’re supposed to progress from “What do you like?” in Lesson 5 to “What do you want?” in Lesson 6 and then end up here at Lesson 8 with “What do you study?” But, it’s a bogus question. Elementary school kids all study the same things together everyday. Why would they ask each other what they study? There’s just no good way to work that into a real life communication scenario for a kid. So, I flip the script. For Lesson 8, my focus is on vocabulary building, making direct statements with “is”, and speaking English as part of a speech or presentation.