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]
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.
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.
This is a simple update to a YICA worksheet. In YICA, the 2nd graders finish their color unit with a coloring book based activity. They’re supposed to line up, swap colored pencils, and fill out a sheet of animal illustrations. I took the spirit of that activity and applied it to a different worksheet with much simpler rules.
This one is inspired by a YICA lesson for 2nd grade that has the kids make faces. The graphics for this lesson were kind of… Uninspiring. And, this lesson often falls between summer and Halloween, so the idea of a monstrous face came to me.
When I first started out, the birthday lesson was very intimidating. It was basically a big vocabulary dump. But, over time I figured it all out and now this lesson is my strongest of the book. Using a musical introduction, a logical number pattern, and a slow roll out, all of my students know months, dates, and their birthdays front, back, and sideways. This lesson uses pretty much every activity in the textbook and supplements them with original games and challenges.
So there’s this picture book lesson in the local curriculum. Of course my school doesn’t have that book. But, we do have a massive collection of Eric Carle books. The simplest book in that collection is “Today is Monday”, basically a list of days of the week and a bunch of foods served on those days. Using some of the Hi! Friends clip art, I rendered some empty lunch trays and table settings. Voila! A custom picture book project for even my loudest, most unruly classes.
The 4th grade interview and three hint quiz activity all about what kids’ peers like is always a roaring success. So, this year I decided to adapt a plain interview activity about friends’ favorite colors in the 3rd grade curriculum into the same format. Behold! ‘I like blue. How about you?’ A complete lesson in one worksheet.
This very simple activity is great for any level, but this particular version is part of the first lesson grouping of the year for 4th graders per the YICA curriculum. Kids gather information about their classmates likes, and then you, the teacher, quiz them on how well they know each other!
When I was first placed in a school without a defined English curriculum, I searched every inch of my newly assigned desks and materials shelf. I found a large pack of stickers and for several years, those were my favorite reward for kids who won games in class or raised their hands to answer questions. But, it got expensive. So, this year, I modified my reward system. Now, kids who participate in class get themed stamps from me. It’s only been a month and a half but it’s been a wild success.