This English school class had three students so there were two different one points to review. The first I elicited by asking two of the students if they knew what the population of Toronto, Canada was. They answered, “I have no idea.” For the third student, I asked her to make an example out of her last one point. She replied, “I’m looking forward to going to Palau because I like to scuba dive.”
Routine: R1 Questions
We reviewed the questions to routine one in a bit of an unusual fashion. I started by making up a question and then allowed the students to make up their own by using the same format. They had a great time with this part of the lesson because they were able to create their own questions, while gathering information about fellow students and the teacher at the same time.
At first, the students were slightly intimidated by the flash cards because they weren’t sure how to go about using them. After I gave them an example, they were only too eager to jump in and make up their own sentences. After that, I gave them incomplete sentences beginning with – for example – ‘If I go to Tokyo Ginza….” They were called upon to finish the sentence with, “I will…” One student, who loves shopping, said, “If I go to Tokyo Ginza, I will buy lots of clothes.” The second student, who has a mischievous sense of humor, said, “If I become rich, I will buy a grand piano and have hundreds of cats.” I could just imagine her playing the grand piano while surrounded by a furry army of felines.
One point: I cannot believe it
I had drawn a picture on the board of a cat eating an ice cream cone on the moon. Indicating the drawing, I stated, “Last night, I saw a cat eating an ice cream cone on the moon.” The first lady immediately laughed, “Usou!” So I asked her to repeat it in English. She said, “You’re lying.” I wrote her example on the board and then taught ‘I cannot believe it’ as an alternative, while also ensuring that they knew what it translated to in Japanese.