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Matthew's Classroom

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I have been teaching English to kids in Japan for more than 20 years: public elementary schools in Tokyo for 11 years, and Hello Kids Komazawa for the last 9. For 3 years I have been teaching weekly lessons to students at Tsutsujigaoka Kindergarten. As I tend to stay at the same workplace for a long time, I've been able to see the long-term results of my work. Being able to really see children's English communication ability grow has been very rewarding. I mainly use APRICOT materials in my classroom. They best suit my goal of having students use as much English as possible while developing confidence and self-esteem. I enjoy teaching development, and I love discussing English education with other teachers!
  • e-APRICOT
  • 32. READY: “My House” (page 33)

    On page 33 of READY, the textbook’s four characters introduce their house.

    At the bottom of the page, students have the opportunity to introduce their house.
     
    In my classes, I start this page with my students using my copy of the textbook. I show them the page, with the photos covered:

    Students’ curiosities can be aroused when you hide the photos. Wanting to know why the photos are covered, their attention is drawn to the written English, and their subsequent need to read it is charged.

     
    As a class, students read together Kaetlyn’s “This is my house. I live in Vancouver, Canada”. In most cases, students need help with “Vancouver”, but not with “Canada”. What’s important is that students understand independently that Kaetlyn’s house is in Canada. At this point, students’ eyes are glued to the paper hiding Kaetlyn’s house as it’s very slowly removed…

    Kaetlyn’s house is quite large compared to Japanese standards, and it may extract interesting comments from students.
     
    The process of reading and revealing each photo continues for all four characters. The reading of “Guadalajara” definitely requires our assistance, but at “Bangkok” and “Shanghai”, give students a little time to make an independent attempt. Many students have heard of these cities, and they can employ basic phonics rules to try and read them.
     
    Now, if you ask students to draw a house, they will likely offer a very simple sketch of a few walls, a roof, a door and some windows. And from experience, students tend to make very little effort on a drawing of their own actual house. To encourage students’ imagination for the bottom section of the page, I present a number of photos of a great variety of houses, all of which were the result of googling “Amazing houses”:

    Students are usually very amazed and inspired. Obviously, the moment can be savored by students choosing which houses they like and dislike. Then having students complete the bottom section of page 33 with the instruction that they don’t necessarily have to draw their real house, can open them up to some interesting ideas and overall good quality pictures…

     

     

     

     

     

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