(( How would you learn to PLAY the guitar?))
You would PAY attention to patterns.
You would PRACTICE by PLAYING the guitar.
You would ASK (yourself and) other players questions

You should now have 25 sets of Target Sentences (5 sentences for each day)

((Create five new Target sentences for Today (Day x)

((introduce 3 Question patterns
((Check the Questions posted on Teams (Week 5 Grp Rpt)

((Check and/or Review Titanic recitation [1] [2] [3] [4]

OR

((Prepare a Group Report on Paper
((One person in the group will RAISE their hand
((Other members will ASK questions

Group work on Paper AND on Teams
Sentences on paper
Questions on Teams

1st minute: THINK of a Wh- Question to get new information
3rd minute: WRITE on Teams and divide into 4区

1st minute: pick ONE question, THINK of a full-sentence answer, and speak
2nd minute: practice
3rd minute: write the sentence and divide it into 4区

Homework: continue creating your own Target Sentences about Shodo Girls
BRING your oldest Target Sentences to class next week
Rewrite and memorize your 5-sentence talk (speech)

Your teacher has EXPLAINED how to HAVE basic conversations about events USING declarative Sentences, and Thought Questions. Now is a good time to TAKE a look at the full range of speaking skills that you NEED to PARTICIPATE in an English conversation.

Level 1: Japanese children STUDY English in school, STARTING in elementary school. After GRADUATING from junior high school and high school, you must HAVE some English speaking ability. You KNOW some English words and some grammar. When someone ASKS you, "What did you SEE?" ... you can GIVE them a simple answer. Congratulations ... you SPEAK English. That is Level 1 (and Haruna's Step 1).

Level 2: You have LEARNED a lot of nouns, the names of things (table, car, man, coffee, etc.) that you can SEE. You must have LEARNED some adjectives (numbers, colors, etc.) as well. When you WATCH a video clip and someone ASKS you, "What did you SEE?" ... can you ANSWER with a full 1区, 2区, 3区 Noun Phrase? If you can PUT adjectives into noun phrases, that is Level 2 (and Haruna's Step 2).

Level 3: You probably STUDIED the five Basic Sentence Patterns（五文型）in your first year of high school. When you WATCH a video clip and someone ASKS you, "What HAPPENED?" ... can you ANSWER with a full Sentence CONTAINING Noun Phrases? That is Level 3 (and Haruna's Step 3). Are the setences that you MAKE interesting? Don't just THINK about grammar ... THINK about content.

Level 4: Yes/ No Questions can be DERIVED from declarative Sentences. All you have to do is MOVE the Subject (noun phrase) into the Verb slot（V区）. The result will be one of two possible verb patterns (m-S-V　or　V-S). It is a simple, mechanical process, which SHOWS the relationship of the two grammar patterns. PAY ATTENTION to where the past tense, singlular -s, and negation GO in the General Pattern (m-S-V). They GO on the Auxiliary Verb（助動詞）.

Yes/No Questions are very useful in conversations when a person SAYS something that is NOT true. It's a polite way of HINTING (in a clear, rather than subtle way) that they are wrong. Be sure to EMPHASIZE the questionable (wrong) information. The other noun phrases do NOT necessarily have to be REPEATED in full. You can, and native speakers often DO, SUBSTITUTE pronouns.

Level 5: Giving short answers to Yes/No Questions is fairly simple, if the answer is clearly yes or no. If an explanation is necessary, then you might WANT to START with the phrase, "Well, that DEPENDS ..." Otherwise, you can probably answer in only three words ... 「yes OR no」FOLLOWED by a pronoun for the subject AND the auxiliary verb（助動詞）from the Question.

Level 6: ASKING Wh- Questions (Haruna's Step 4) is obviously an important skill to HELP you GET specific information, but it HAS other uses as well. If for example, the pace of a university class is too fast and you can't KEEP UP ... ASKING questions will SLOW the teacher DOWN. Questions also SHOW the speaker that you are INTERESTED in what they are SAYING.

Simply THINKING of questions about vague OR missing information can be helpful, too. It will HELP you think of new information that is deeply CONNECTED to sentences that have already APPEARED in an ongoing conversation. You can USE Thought Questions to FIND a path that will KEEP the conversation FLOWING smoothly.

Level 7: Finally, you USE the full-sentence Answer to a Thought Question as your next sentence to CONTINUE a conversation. The use of pronouns AND the reduction of information must be BASED completely upon sentences that have been SPOKEN out loud (not the unspoken questions).

Let's TAKE a look at an example

SET today's Flash Quiz with about 5 minutes of lead time,
then WATCH a video clip for 2-3 minutes.

After the Flash Quiz ... GO to your channels on Teams. One person will OPEN a new meeting. The others will JOIN that meeting. Then WRITE your first message: Your group's name ... and ... Week 6.

CHOOSE your Leader. Then WRITE your second message: the Leader's name.

Finally WRITE the plan in two messages:
(third message) Plan A: 3-Minute Routine and
(fourth message) Conversation Starter, then Level 6 - 7 Groups.

Let's CONTINUE with other scenes. I'll CALL OUT the times.

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).

At the top of your report WRITE
(message #1) your group's name, "Week 6",
(message #2) the leader's name, and
(message #3) Plan A: 3-Minute Routine.

Follow the 3-Minute Routine explained in Lesson 1 for each sentence (and question, perhaps). The sentences should be about scenes from Someplace in This Universe and/or Shodo Girls.

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).