More pics from Miyazaki by Sayed!

the 10th. meeting

ETJ Miyazaki's 10th Meeting

"GAMES WITH FLASH CARDS FOR ALL SIZE GROUP AND AGES"

The Miyazaki Regional Ggroup conducted it's 10th meeting with the topic "using Flash Cards" held last November 26,2006 from 10 am to 2:30 noon at the Kyoiko Johu Kensho Center,Miyazaki Board of Education,Miyazaki City. A total of 8 members and a 2 new comers participated in the said activity.

The Presenter, Mr. Bradley Yaxley. This is his second time to be a presenter in the Miyazaki ETJ meeting.

He introduced about how to use flash cards for all size group and ages.

Flash cards is the most useful and readily available teaching aids.

In this workshop we learned how to use flash cards in more interesting ways and encourage student s to participate in games and how to communicate more coherently.

GAMES WITH FLASH CARDS

Bradley Yaxley Joey English School

1. What are you doing

EVEL	Elementary Students
Maters	verb cards / noun cards / adjective cards/ any flash cards
Objective	To review the present progressive
Language	What are you doing? I am reading a book.
Number of students	4 or more

??;/FONT>How to Play??;/FONT>

(1) Give each student 3 action cards. (2) Each student does RSP with another student saying, "What are you doing? One, two, three." (3) The loser asks, "What are you doing?" (4) The winner answers according to one of the cards, for example, "I am reading a book." (5) The winner gives the card to the other player. (6) The student who gives all the cards to other students fastest is the winner.

??;/FONT>Variation??;/FONT>

(1) ?N "What were you doing? I was reading a book." Verb FC (2) ?N "What did you do? I read a book.?ɦamp;nbsp; Verb FC (3) ?N "Can you swim? Yes, I can / No, I can?Ǵ.?ɦlt;/span> Verb FC (4) ?N "Do you have a dog? Yes I do / No, I don?Ǵ.?ɮ Noun FC (5) ?N "Are you a doctor? Yes, I am / No, I ?Ʀamp;shy; not.?ɦamp;nbsp;Noun FC (6) ?N "Are you hot? Yes, I am / No, I ?Ʀamp;shy; not.?ɦamp;nbsp;Adjective FC (7) ?N "Where are you going??ɦamp;nbsp; ?ȉ?Ǧamp;shy; going to the library.?Ɋ Location FC

2. Snake (http://www.wisehat.com/index.php

(1) Start by drawing a circle. This is the snake's head. Draw two eyes on top (mine often look like ears). Next draw another circle inside the first. This is the snake's open mouth. Next draw the body and divide it into segments. For 5-6 flashcards I use around 10 segments. But experiment - find what works best for you. The game is ready to start. (2) Take the playing piece and make a show of telling the group that it is their piece - that it belongs to them - that it is them. Put the piece in the final tail segment. Show how the piece can move up the snake and out of the mouth. Mime the mouth closing. Make snake enjoying dinner noises. Oh no! This gives the group some idea of the game objective without explaining it in Japanese. (3) The game works like this: show a flashcard. Allow a few seconds and then simply tell the answer. Go through the flashcards. Make two piles - one for the cards the group can name and another for the ones they can't. After going through all the cards, count up. For every card that is missed draw a triangle in the mouth. This looks like a tooth and represents the mouth closing. For every card the group gets right move the playing piece one segment up the snake. Shuffle the cards and begin again. Can the group escape before all the triangles are drawn and the mouth closes? (4) I don't explain this game or the need to study the cards. I like players to discover game rules for themselves. Play the game at a fast pace. If the players learn the cards very quickly then stop showing the cards and instead give hints or gestures. (5) With small groups it's possible to go round players individually. Encourage them to help each other - the objective is to learn the vocabulary. With large groups encourage spontaneous responses. Make it accepted practice that everyone has to call out the answer. (6) The student who gives all the cards to other students fastest is the winner.

3.The bluff Game ?ȗhere are you going??ɦlt;/span>

LEVEL	Elementary Students to Junior High
Materials	2 sets of Location Flash cards / Any Flash Cards
Objective	To review the present progressive
Language	Where are you going? ?Ȧamp;nbsp;I?Ǧamp;shy; going to the library.?ɦlt;/span>
Number of students	4 to 8

??;/FONT>How to Play??;/FONT>

(1) Place one set of FCs on the table face up. (about 10 or so is a good number) Place the same amount of students as there is poker chips on top of each card. (2) Deal one card to each student and tell them not to show or tell anyone. All students ask the first student e.g. ?ȗhere are you going??ɦamp;nbsp;The student moves a toy car or token and may answer by telling the truth or lying. (3) Eg the student has a FC with the picture of a supermarket on it but chooses to answer ?ȉ?Ǧamp;shy; going to the train station?ɦlt;/span> (4) The other students respond individually one by one with ?Ȓeally????ɦamp;nbsp;(meaning you?Dze lying) or ?ȏh, I see?ɦamp;nbsp; (meaning you?Dze telling the truth) The reply can be what ever you like as long as it?dz clear. (5) The first student then reveals the truth and shows their FC. Students who guessed correctly receive a chip and the first student receives the remainder of the chips. (6) New cards are dealt and play continues to the next player.

??;/FONT>Variation??;/FONT>

(1) ?N "What were you doing? I was reading a book." Verb FC (2) ?N "What did you do? I read a book.?ɦamp;nbsp; Verb FC (3) ?N "Can you swim? Yes, I can / No, I can?Ǵ.?ɦlt;/span> Verb FC (4) ?N "Do you have a dog? Yes I do / No, I don?Ǵ.?ɮ Noun FC (5) ?N "Are you a doctor? Yes, I am / No, I ?Ʀamp;shy; not.?ɦamp;nbsp;Noun FC (6) ?N "Are you hot? Yes, I am / No, I ?Ʀamp;shy; not.?ɦamp;nbsp;Adjective FC (7) Extended conversations can be included by the other students asking follow up questions like ?ȗhy / What / Who etc. prompting using verb flash cards

4.Hot Seat

LEVEL	Elementary Students to Junior High
Materials	Any picture Flash Cards / kitchen timer
Objective	Asking & answering questions naturally
Language	Any
Number of students	3 to 8

??;/FONT>How to Play??;/FONT>

(1) Deal each student one FC each. (2) One student (teacher first) sits at the front of the class in the hot seat. (3) Other students raise their hands to ask an appropriate question. The person in the Hot seat chooses another student by saying their name. (4) That student attempts to say the appropriate structure or ask a question to the person in the hot seat. e.g ?ȁre you happy??ɦlt;/span> (5) The person in the hot seat replies ?șes, I am. / No, I?Ǧamp;shy; not. Are you? (6) The student who asked the question should answer ?ɍe too / Me either. (7) If successful that student may keep that card and is given another by the teacher. (8) The student in the Hot Seat continues to choose students until the timer goes off and the teacher says ?ȣhange?ɦamp;nbsp; (9) Everyone moves one seat to the right placing a new student in the Hot Seat. (10) All students who successfully asked a question or said the appropriate target may take and will accumulate the FC. Students who were not chosen to ask a question must leave the FC on the table for the next student to attempt.

??;/FONT>Variation??;/FONT>

(1) ?N ?ȗere you reading a book yesterday? Yes, I was. / No, I wasn?Ǵ. Were you?." Verb FC (2) ?N "Did you read a book yesterday? Yes, I did. / No, I didn?Ǵ Did you??ɦamp;nbsp; Verb FC (3) ?N "Can you swim? Yes, I can / No, I can?Ǵ. Can you??ɦamp;nbsp; Verb FC (4) ?N "Do you have a dog? Yes I do / No, I don?Ǵ.. Do you??ɦamp;nbsp; Noun FC (5) ?N "Are you a doctor? Yes, I am / No, I ?Ʀamp;shy; not. Are you??ɦamp;nbsp;Noun FC (6) ?N "Are you hot? Yes, I am / No, I ?Ʀamp;shy; not. Are you?Ɋ Adjective FC (7) ?N Any structure you can think of.

Jump the line

Have the S make one or two lines, up to 10 S one line if more 2 lines. T shows S a FC and says the FC or lies and says something else. If the T tells the truth the S jump RIGHT / If the T tells a lie S jump LEFT. Any student not moving either left or right is automatically out and should sit out till the next round. Any S jumping the wrong way is also out. S who are slow to diced or just copying are also out. (ANY FC)(ABC)

Are you?Ä¿ / Can you..? Do you?Ä¿ Game

Drill FC and question structure. And response. Are you adjective (happy)? Yes, I am / No, I?Ǧamp;shy; not. Display cards where all can see. Teacher secretly chooses one of the cards. S individually or together in teams try to guess the teachers card by asking ?ȁre you?Ŀ?ɦamp;nbsp;First person or team to guess wins. Winner can take teachers place. Can you (use a verb) ? Do you (use have / like a noun)? (ADJ)

Rabbit ears

Teacher holds up 2 FC above his / her head and asks the students an appropriate question. I.e. if colors the teacher asks ?ȉs it blue??ɦamp;nbsp;S answer accordingly. The teacher keeps guessing until a correct guess is made. Then asks ?ȉs it this one??ɦamp;nbsp;etc. All students place 2 unseen FC above their heads. They take turns asking until they can guess correctly or the timer goes off. (ANY FC) (colors)

Slow Pull

Slowly reveal the card upwards from behind the first student or team to guess or say correctly gets a point / chip or the card. Fast pace, most points, cards wins.

Slam. Place cards on the table. Students place their hands on their heads. Teacher says a card first student to touch and say gets a point / chip.(can be played with 2 sets of cards at one time for more winners)

Where is?Ä®?

Place cards face down on the table. Teacher says where is ?Ä®.? Students take turns turning over cards saying each card as it is turned. Teacher says is it ?Ä¡Ä®? Elicit Yes/No. First student to find the designated card wins.

Quick Flash

Quick Flash Teacher quickly flashes the card to the students. First student to say wins.

How many can you remember? (Class game) Students repeat after teacher x 1. Then students attempt to say as many cards as they can remember as the teacher shows them the cards. The teacher gives 1 point using a counter every time a correct answer is given by the majority of the class. The Teacher should set goals for the class before the game i.e. If doing 50 nouns explain by saying in English and writing on the board if necessary that if students remember 20 out of 50 they will receive 2 points / 30 out of 50 they will receive 3 points etc

High card wins

(For numbers or cards with numbers) Students are given a certain number of cards eg 7 cards each. They must not look at their cards. In pairs and in opposite teams the first 2 students turn over their cards and say what number (class repeat optional) The student with the high card wins. Elicit I win / I won. Then the next 2 students challenge each other. Repeat several times. After 2 – 5 mins stop the game and students count their cards most cards wins.

Welcome to ETJ Miyazaki

Welcome to ETJ Miyazaki

9th Meeting: Using Kamishibai (Story Cards) in the Classroom

The ETJ Miyazaki Regional Group conducted its 9th meeting with the topic: “Using Kamishibai (story cards) in the Classroom” held last June 11, 2005 from 10 am to 12 noon at the Kyoiko Johu Kenshu Center, Miyazaki Board of Education, Miyazaki City. A total of 17 ETJ members participated in the said activity.


Ms Erika Heijima introduced the concept of using Kamishibai, a traditional Japanese story telling using picture cards. She initially discussed the differences between the kamishibai and the classic story books everyone is familiar with. Her discussion delved on the advantages of using kamishibai over that of a story books. The criteria for choosing and translating a kamishibai, as well the various tips on how to get started were substantially discussed.

Since Kamishibai is a traditional Japanese material its accompanying text is also written in Japanese. Translating the whole (Japanese) text to English language is not advisable; rather she encouraged interpreting the pictures itself into a story, choosing a language that is suitable to the age group of the students.

To better expound the topic, Ms Heijima showed various examples of story cards that can be bought in most bookstores; likewise, she perkily demonstrated an actual kamishibai-story- telling that certainly captured the attention of the audience.

As part of the workshop, ETJ members were grouped into five(5); each group was given a Kamishibai to work with by translating the picture cards into a story. To highlight the meeting, each was asked to present their output to the whole group by telling a story using a Kamishibai.(Presenters from each group, from top to bottom, Ms. Tabitha Ferry, Kenyatta Carter, Bradley Yaxley, Sayed Mohamed with Miyuki Kawasoe and Shirley Takarabe)




___________________

Our sincerest thanks and appreciation to Ms Erika Heijima for generously sharing her time and expertise. We have gained new teaching insights and we certainly enjoyed the presentation. Ms Heijima is truly a brilliant story teller!

_____________________

Erika Hiejima is from Australia. She has a Bachelor Degree in Early Childhood Teaching and has been teaching young children abroad for 17 years. She has worked at Miyazaki English Kindergarten for the last 7 years. She has extensive knowledge especially in the usage of Kamishibai (story cards).

@Marley Tallada

8th Meeting: English in Elementary Schools

The ETJ Miyazaki had its 8^th meeting with the theme: “English in Elementary Schools” held last Sunday March 12, 2006 from 10 am to 12 noon at the Kyoiku Johu Kenshu Center, Miyazaki Board of Education, Miyazaki City. It was participated by a total of 16 ETJ members.

The presenter, Mr. Sayed Mohamed, is an ALT for the past 8 years and at same time manages his own 2 English Schools (OXFORD & SES). He willingly shared his expertise, his insights gained over the years of his teaching experience. His presentation delved on the highlights of the book he himself have authored entitled “Yaru, Shogakko no Eigo” .

He initially discussed the current elementary English curriculum, its problems and his recommended measures. Among the problems he identified include: lack of harmony between the ALT and HRT; lack of books, lack of workable lesson plan and lack of ALT’s experience, among others. His recommendations include: Formulation of an upgraded curriculum; creation of lively lesson plans; establishment of practical team teaching framework; use of various teaching tools, among others.

His presentation focused on team teaching and his suggested lesson plan which comprise of the following:

1. Warming-up - includes greetings, basic question and answer, he emphasized addressing ALT’s using the titles Mr/ Ms/ Mrs. The HRT should take active part right at the start of the class by giving hints to the students especially in the QandA.
2. Song - songs should suit with the grade level of the students; it must not be too long; should be related to the topic and should be an easy-to-follow song
3. Vocabulary - vocabulary should not be the main topic of the class; it should be read first by the ALT, followed by the HRT, then repeated by the students; use of big flash cards and chant box highly recommended and the vocabulary should be used in the conversation (later part of the lesson)

3. Phonics - proper pronunciation and blending of sounds esp. consonants should be introduced as part of the vocabulary; refrain from translating or rewriting English words in Katakana version.
4. Conversation - role playing of the conversation should be done first by the ALT and HRT at least 3 times in three different levels of speed (slow, natural speed and fast); Practice of conversation using an inverted triangle model, which suggest the following scheme: a) practice as a whole class b) divide the class into two groups; c) further divide the class into smaller groups; then d) make pairs; and then finally (e) ask for student volunteers to demonstrate the conversation in front of the class
5. Grammar – basic grammar notes should be stressed in the conversation, although it should not be taught directly.
6. Game – games should be connected to the conversation or topic
7. Closing - The HRT should again take active part in the final greetings before ending the class

Other suggestions include:

1. Make three (3) different levels of lesson plan that suits the grade level of the students e.g. Level I for grades 1and 2; Level II for grades 3 and 4 and level III for grades 5 and 6.
2. At the start of the class, request for a meeting among the HRT’s, the Principal and Assistant Principal in the school and propose for some changes in their current lesson plans applying the above mentioned scheme.

@Marley Tallada

7th Meeting: Reading Story Books to Young Learners

The last regional ETJ meeting was November 27th 2005.

The Topic was: "Reading story books to young learners".

Unfortunately due to many reasons, personal and others many members
were unable to attend. Despite the disappointing turn out some
positive things were discussed and resulted in some useful advice
and activities for reading story books to young learners.

TECHNICHES AND READING METHODS FOR SHARED READING

Suggested Procedures:

1. Picture focus reading.

Hold up the book and read the title twice while pointing to each
word. Students repeat the title x 2. Ask questions about the title and pictures on the cover E.g. What's this? What color is this? How many....? Etc Continue to turn the pages and discuss the pictures using graded language.

2. Action meaning focus.

Read the text but focus on the pictures. Have students point to the
objects that you refer to in the story. Ask questions that require
the students to explain the action etc. e.g. What is she doing?
Where is the dog? Do you like dogs? Etc.

3. Text focus.

Read and point to the text. Pause after each page and encourage
students to repeat the text. As k individual students to reads some
of the text. Ask the students comprehension questions. Point o the
word (cat). How many t's are there?, How do you spell dog? etc.
Encourage the students to read the book again by themselves.

4. Role playing.

Once a book has been read two or three times and the students are
familiar with the story, assign roles to each student and act out
the story. Alternatively, the teacher narrate the story and the
students act out the events only. e.g, running, making a cake,
eating etc.

Other general suggestions.

1. Remember to vary your voice and have fun
2. Choose age appropriate books
3. Choose short books
4. Choose colorful books with interesting or funny pictures.
5. Read picture books in class as much as possible

ACTIVITIES AND GAMES

GAME 1.

Pass the parcel - word reading game.

Preparation

A) Make Flash cards with the words from the text of the story.
B) Wrap a small present or some candy in newspaper or other paper.
C) Place a flash card on the out side of the wrapping paper.
D) Wrap the parcel again and again each time inserting a word flash
card between the layers.

Game Procedure

A) Arrange the students so that they are sitting in a circle.
B) Play some music or sing a song or chant
C) The students pass the parcel around while music is being played
or song / chant is being sung / said.
D) The music is stopped randomly and the person holding the parcel
has to read the word on the flash card from the story.
E) If the student can read the word, they can unwrap one layer and
the game repeats until the last player unwraps the present or
candies.

GAME 2.

Picture Book Puzzle

Preparation: Choose a book e.g "Brown Bear Brown Bear, What do you
see? Eby Eric Carle

A) Make flash cards (A4) with the pictures from the story. E.g
brown bear, red dog, green frog, etc.

B) Cut the flash cards so each flash card becomes 3 pieces making a
simple puzzle. You may choose to write the words on the same side as
the picture or on the back making 2 puzzles, one for pictures and
one for reading practice.

C) Make as many cards as you like according to how many pictures you
want to cover and how many students you have. In this book there are
10 pictures of animals. Is you wanted to use all of them you would
start with 10 A4 flash cards and after cutting them you would have
30. It's a good idea to have 2 or more sets for team games.

D) laminate the cards

Game procedure 1

A) Play as a whole class, working against a timer.
B) Spread the cars out on the floor or table (upside down.)
C) How fast can the class arrange the puzzle and say the Picture or
read the word.


Game procedure 2

A) Divide the class into teams.
For a small class of 6 students 2 teams of 3. For a large class of
32 students 4 teams of 8.

B) Give each team an equal number of matching flash cards.
C) Spread them out and place them upside down on the floor or desk(s)
D) Select one student from each team to call out a picture from the
book.
E) The first team to make the picture or word wins a point.
F) Repeat with other pictures and students.

GAME 3

Picture book basket

Preparation

Choose a book e.g "Brown Bear Brown Bear, What do you see?Eby Eric
Carle

Game procedure

It's just like fruits basket, but instead of using fruit, use
vocabulary from the picture book. Instead of calling out just a word
have the students ask a question or make a statement. I.e. "Do you
like green frogs? The students who answer, Yes, I do. Change seats.

A) Arrange the students so they are sitting in a large circle on
their chairs.
B) A student or the teacher stands in the middle and says “Do you
like green frogs?”
C) All students answer with Yes, I do or No, I don't
D) The students who answered Yes, I do Exchange seats.
E) The student standing in the middle quickly sits down and a new
student is in the middle
F) The new student asks a new question. Using flash on the board
with magnets will help students to remember.

GAME 4 .

Slow Peek

Preparation: Choose a book e.g Brown Bear Brown Bear, What do you
see? Eby Eric Carle

A) Make flash cards (A4) with the pictures from the story. E.g
brown bear, red dog, green frog, etc.

Game procedure

A) Slowly reveal the card upwards from behind.
B) The first student or team to guess or say correctly gets a
point / or the card.
C) Fast pace, most points, cards wins

GAME 5 .

Quick Flash

Preparation: Choose a book e.g Brown Bear Brown Bear, What do you
see? Eby Eric Carle

A) Make flash cards (A4) with the pictures from the story. E.g
brown bear, red dog, green frog, etc.

Game procedure

A) Teacher quickly flashes the card to the students.
B) First student to say wins

GAME 6.

Run and get it

Preparation: Choose a book e.g "Brown Bear Brown Bear, What do you
see? Eby Eric Carle

A) Make flash cards (A4) with the pictures from the story. E.g
brown bear, red dog, green frog, etc.

Game procedure

A) Dived class into 4 or 2 teams. Line them up at one end of the room
B) Place flash cards upside down randomly on the floor at one end of
the room.
C) The first 4 students, 1 from each team stand up.
D) After the Teacher calls out the Flash card students race to find
the corresponding card.
E) Once found the student must say the Flash Card.
F) Cards are given as points or put back and points given
separately.
G) Students go to the end of the line the next 4 stand up.

See you at the next meeting

Bradley Yaxley