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4 区 Translation
(Week Three) |
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This is a lesson for Blair's Oral English class at Aichi Gakuin University on:
Monday for the Jr. College Dept. on the Kusumoto Campus 1-minute Level Checks
and Pattern Practice
English listening and background. |
You should now have 7 sets of Target Sentences (5 sentences for each day)
((Create five new Target sentences for Today (Day x)
Recitation: Titanic [1] [2] [3] [4]
Group work on Teams
1st minute: pick a sentence, raise your handl speak
2nd minute: practice
3rd minute: write and divide into 4区
Homework: continue creating your own Target Sentence about Shodo Girls
Rewrite and memorize your 5-sentence talk (speech)
The only way to LEARN to speak English ... is to DECIDE what you want to say and then say it ... SPEAK English. What you actually WANT to SAY, however, may be a little difficult. Don't GIVE UP ... BREAK AWAY from the Textbook English that you LEARNED in school. DECIDE for yourself what you want to say ... in Japanese ... WRITE it DOWN on paper ... then SPEAK English while looking（部分的に）at the noun phrases and the verb clusters.
Headings: Front and Back
WRITE the Heading on the front side of today's paper just like you LEARNED to do in the first class. SKIP one line. Then WRITE
You are going to WRITE 4区 English sentences on this side of the paper. Let's REVIEW Haruna's Step 2 and go on to her 3rd Step.
| Step 2: Noun Phrases | |||
|---|---|---|---|
| 1 区 | 2 区 | 3 区 | +a 区 |
| a | big brown | table | |
| an | old | man | |
| a | young | woman | |
| some | hot | coffee | |
| Step 3: Declarative Sentences | |||
| S 区 | mV 区 | O/C 区 | +A 区 |
| A young woman | was running. | ||
| An old man | was eating | a sandwich | and ... |
| ... | drinking | some hot coffee | at a big brown table. |
Notice some differences in the way that we WROTE (a) the noun phrases in Step 2 and (b) the full sentences in Step 3. Sentences START with a capital letter, noun phrases do NOT. When we WRITE sentences, we never BREAK UP noun phrases. Each phrase GOES into a single slot.
Today we will WRITE 4区 Japanese sentences on the back side of the paper and SPEAK English while LOOKING them. So that students will KEEP this in mind, our Heading on this side of the paper will be ...「Write Jpn => Speak Eng」. We write natural Japanese ... USING normal Japanese word order. Unlike English, the verb COMES at the end of each sentence. Noun phrases that are subjects (S), and those that are objects (O) NEED to HAVE connecting words (+), so ... you should WRITE
at the top of the four columns. It will LOOK better if you SKIP a line after the Heading..
| Write Jpn => Speak Eng | |||
|---|---|---|---|
| S+ | A+ | O+/C | V |
| Kobayashiは | Hanakoのone-room mansionでHanakoと | 話した。 | |
| 二人きり | だった。 | ||
| Yamadaと Kasumiは | Kudoを | 連れて行って、... | |
| ... | 買い物に | 行った。 | |
| 鍋partyの食材を | 買う つもりだった。 |
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| Kobayashiは Yamadaが | 食材代を | 払うと 言ったから、... |
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| ... | そうする つもりだった。 |
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NOTICE that some words are WRITTEN with English spelling, rather than katakana: 外来語 and all names. Even Japanese names should be WRITTEN in Roman letters. It is good practice for writing Japanese names and EMPHASIZES all names.
You can TRY USING a very powerful technique: the 最初, 最後, 逆方向 pattern. This is NOT a rule. It does not always work, but it often GIVES good results.
((use the shortened 3-Minute Routine in Japanese, then in English))
((Someplace in this Universe [6], 31:16, 33:00, 34:30, 36:10))
((students can POST one of their sentences as a Target Sentence on Teams))
((turn in papers))
((do some Birthday conversations))
Connected Sentences
When WATCHING a video story, you can UNDERSTAND a lot of what HAPPENS simply by WATCHING carefully. You can SEE what people are doing. You can HEAR their tone of voice and TELL if they are happy, in love, angry, or sad. Do NOT FOCUS on the details of the dialog. CONCENTRATE on the story. To do that, you NEED to KNOW who the characters are--MATCH the names with the faces.
KNOWING and USING people's names will MAKE TALKING about the story much, much easier. TREAT the people in the story as if they were your close friends and TAKE a deep interest in them. Let's TAKE a look at this short conversation:
| Conversation Starter |
Kobayashi // was TALKING // with Hanako // in Hanako's one-room apartment. | ||
| Thought Question |
((Was anyone else there?)) ((Who else ... was there?)) |
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| Sentence Answer |
They // WERE // alone. | ||
| Thought Question |
((Where ... were Yamada and Kasumi?)) | ||
| Sentence Answer |
Yamada and Kasumi // had GONE SHOPPING and ... ... TOOK // Kudo // along with them. |
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| Thought Question |
((What ... did they want to buy?)) | ||
| Sentence Answer |
The three of them // were going to BUY // some food // for a nabe party. | ||
| Thought Question |
((Who ... paid for the food?)) | ||
| Sentence Answer |
Yamada // was going to PAY // for the food, because ...
... Kobayashi // had SAID that ... ... he // would. |
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NOTICE how each sentence (Sentence Answer) is LINKED to the previous sentences by a Thought Question. (These Thought Questions have been INDENTED to the right and PLACED in double parentheses to SHOW that they were never ASKED out loud.) These connections MAKE the conversation FLOW smoothly. The story (or a part of it) UNFOLDS in a logical progression, and it is easy to UNDERSTAND.
NOTICE also that I have WRITTEN the verbs（動詞, but not 助動詞）in big block letters. This is to EMPHASIZE that sentence structure COMES from the verb. Noun phrases are ATTACHED to it (in both Japanese and English). Verbs DETERMINE their position in the sentence and their connecting words（助詞 and 前置詞）. You can SEE this very clearly if I PUT the sentences in a 4区 table:
| S 区 | V 区 | O/C 区 | +A 区 |
| Kobayshi | was talking | to Hanako in Hanako's one-room apartment. |
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| They | were | alone. | |
| Yamada and Kasumi | had gone shopping | and ... | |
| ... | took | Kudo | along with them. |
| The three of them | were going to buy | some food | for a nabe party. |
| Yamada | was going to pay | for the food, because ... | |
| ... Kobayashi | had said | that ... | |
| ... he | would. |
On Microsoft Teams, please DIVIDE each English sentence by PUTTING a half space（半角）, two slash marks (//), and another half space（半角）between each of its parts (see above)--Noun Phrases and the Verb Cluster.
REVIEW 3-Minute Routine, including Communicate & Compare.
CHECK student answers to Flash Quiz Week 2.
GO up and down the rows, USING Communicate & Compare.
EXPLAIN Group Work:
(a) STARTING a new Meeting (each week),
(b) the Heading in "会議 Chat" (see below),
(c) and the Report (sample above).
All the messages and the entire Report should be WRITTEN inside the Meeting.
You should START today's Meeting immediately after SUBMITTING the Flash Quiz:
SET today's Flash Quiz
with about 5 minutes of lead time,
then SHOW a
video clip
for 2-3 minutes.
Plan A: Speak English => Write English
Today I WANT to TALK about Plan A--the basic plan for this class. We WATCH video stories. You simply THINK of what you WANT to SAY about the story in English ... and then SAY it ... a direct route from the (video) image in your brain to English, without thinking about Japanese at all. This is exactly what Haruna SUGGESTS you DO. LOOK around and SPEAK English ... in five steps that GO through (#2) noun phrases, (#3) sentences, and (#4) questions. Her plan does NOT INCLUDE any written record ... no writing ... just SPEAKING English.
| Plan | Japanese Record |
Speaking Practice with Repetition |
English Record |
| Haruna | Speak Eng | ||
| A | Speak Eng | Write Eng |
Plan A, on the otherhand, INCLUDES both WRITING and SPEAKING English. Please NOTICE, however, that speaking COMES first. This is very important. Reading aloud is NOT the same thing as speaking. As you SPEAK English, you are STRENGTHENING associations in your mind between the images (of things and actions) that you see, the motion of your mouth, and the sounds of the English phrases and sentences that DESCRIBE those images. Equally important, YOU are CHOOSING (1) what to say AND (2) how to say it in English. You are CREATING YOUR own noun phrases and sentences from scratch (=nothing) ... not just MEMORIZING a dialog, FILLING-IN blanks, or PERFORMING fake (transformation, expansion, etc.) drills.
One reason for the written record is so that the students will HAVE something to SHOW their teacher as evidence of their work. It also PROVIDES the teacher with feedback for future lesson plans (the PDS Cycle). Students can also USE the written record to REVIEW and THINK more deeply about the sentence patterns AND the flow of their conversations. In addition, oral repetition while WRITING English will INCREASE retention of these language patterns (for deeper learning).
During the Group Work Leaders should MAKE SURE that all students that are online KEEP their microphones ON (so that they can SPEAK) AND their cameras ON (so that they can SEE each other).
| 会議 Chat |
| Group X2 Week 3 |
| Leader: Hanako |
| Plan A: 3-Minute Routine |
| Conversation Starter, then Level 6-7 pairs |
| ((鈴)): Somplace ... [8] about 40-42 min |
| ((山)): Kobayashi was talking to Hanako in Hanako's ... |
| ((高)): ((Who else was there?)) |
| ((伊)): They were alone. |
At the top of your report WRITE
(message #1) your group's name, "Week 3",
(message #2) the leader's name,
(message #3) Plan A: 3-Minute Routine, and
(message #4) Conversation Starter, then
Level 6-7 pairs.
Follow the 3-Minute Routine explained in Lesson 1 for each sentence (and question, perhaps). The sentences should be about scenes from Someplace ....
If you HAVE any questions about what you are supposed to be DOING, first DISCUSS the problem with your group, then ... if you are still in doubt, DO what you or your group THINK is right, (RAISE your hand if you're in the classroom) and SHOW it to the teacher (the PDS Cycle).
((Teams Recording OFF))
((confirm online attendance
with camera/microphone functions))
| These lessons are DESIGNED to HELP Japanese students
to LEARN to SPEAK English as a foreign language. They could be REVERSE ENGINEERED to help English speakers learn to speak Japanese as a foreign language. I would be thrilled to SHARE my ideas about teaching foreign languages with other teachers. You can CLICK the link above to FIND my contact information. |