最近のLL独特のレッスン：Recent LL Specific Lessons

教案作り「数と動物」

ヨッシーはいつもLLシホヤ新井教室の「新鮮な、オリジナルな教案」を考えるのが楽しいです。4，5歳児になった気持ちで考えられるって、これ、才能かな？ウオッホン！(冗談) 多分、精神年齢が昭和25歳のままだからかもね。

Yoshy is always happy when I’m thinking new teaching plans for LL Shihoya Arai School. Is it one of my talents to be able to assimilate with children’s mind? Ahem! (Joking) Because… Perhaps Yoshy’s age is still Showa 25 years young.

5歳児クラスのこの日のテーマは、「数字：1～20」(新出)と、「動物の名前」(復習)でした。

The theme on that day was “Numbers: from 1 to 20” (New) and “Names of Animals” (Review). I made Yoshy’s Original Game mixing them.

素材は、「サイコロ3個」、「数字のカード：1~20」、「動物のカード」、「カードにある動物のぬいぐるみ」、「双六ボード」…の5つ。さて、どう料理しましょうか？

The materials are “three pieces of Dice”, “Number-card: from 1 to 20”, “Cards of Animals”, “Stuffed Animals corresponded with the cards”, “Sugoroku-Board” … Hum, how shall I cook them?

① 【1~20の数の英語をサイコロの目の足し算で復習】(a)= 予行演習として、1個のサイコロを転がして、でた目の数と一致する「数字のカード」をSwat! (叩く) (b)= 3個のサイコロの内の2個を転がして即座に足し算。 (c)= 合計の数の「数字のカード」を「Help-hand：蠅たたき」でSwat! (パチンと叩く)

【Review of numbers: 1 to 20 by using a Dice】(a)= As a demonstration, Ps try to find “the number card” which is corresponded with the number of Dice; Ps swat the correct number by Help-Hand (or Flyswatter) card as soon as possible. (Snap!)

② 【動物の名前を英語で言えるか復習】(a)=「動物のカード」16枚をSwat! (簡単過ぎたので、3 Hits Quizにした)：E.g. #1= It has big ears. #2= It has a long nose. #3= Its color is grey. (答え：象)

【Review: whether Ps could remember the name of animals or not.】(a) Ps try swatting the card as soon as Yoshy says its name. (Snap!) (This work was so easier than Yoshy expected that I changed the way a little bit; three hints were given to Ps instead of directly saying its name.) ：E.g. #1= It has big ears. #2= It has a long nose. #3= Its color is grey. (Answer：an elephant)

③ 【動物園作り】(a)= Yoshyが裏返しの「動物カード」をめくって、E.g. “I want [a dog].” (b)=P-a, b：(生徒二人)が机の上の「動物ぬいぐるみ」から探して、Yoshyに持ってくる。 “Here you are.” – “Thank you!” …

【Making the Zoo】(a)= Yoshy turns over the upper card on the piled 16 animal cards which are already upside-down. And, e.g. “I want [a dog].” (b)= P-a, b come to the desk where “16 stuffed animals” are placed to find it: [a dog], and soon brings it to Yoshy saying, “Here you are.” – “Thank you!” …

④ 【双六】(a)= YoshyとP一緒に、「ホワイトボード」の1～16の数字の下に「動物カード」を貼る。Yoshy: “Put [a rabbit] on #-1, 2, 3…, 16” – P: “Here you are.” – “Thank you.” (b)= P-a, bが「サイコロ2個」を転がして、でた目の合計の数に一致している「ホワイトボード」の「絵カード」の「ぬいぐるみ」を「動物園」から探して…Yoshyに持ってくる。“Here you are.” – “Thank you!” …P-a, P-bのどちらが「たくさん、早く」持ってくることができたかを、記録する：勝敗が決定！

【Sugoroku】(a)= Yoshy and Ps put “animal-cards” under each number: from 1 to 16 on the whiteboard with magnets. E.g. Yoshy: “Put [a rabbit] on #-1, 2, 3…, 16” – P: “Here you are.” – “Thank you.” (b)= P-a, b rolls two pieces of Dice and add the two numbers. Then they right away find “the stuffed animal” in “the zoo” corresponded with it. Which one can bring it to Yoshy? “Here you are.” – “Thank you!” …Yoshy writes his/her score on the white board; finally the victory or defeat would be decided!

(財)日本LL教育センター作成の教材は「聞き→話し→読み→書く」が良く分かるようにできていていつも感謝しています。とりわけ、「文法」は、受験塾とは違って、母国語を体得するように身に付きます。

Yoshy always thanks lots of teaching materials made by LL Center, because LL students can easily and naturally understand “4 skills” through using them. Especially, they can acquire “the grammar” like our mother tongue, not by being taught itself.

例えば、「五文型」を分かってほしいPC以上(実用英検5級レベル以上)のクラスでは、「主語の次に動詞が来て、その後には目的語か補語が並びます」と、新米の講師なら言いたくなります。しかし、聞いている小中の生徒たちの大半は、ちんぷんかんぷんに聞こえるでしょうね。

In front of the class who need to understand “Five Patterns”, for example, a novice-teacher would like to say that “Verb comes after Subject, then Object or Compliment follows after Verb.” But for most of his/her students, it would be very intelligible or gibberish!

「旅は道連れ、世は情け」を与えられた語句カードで「文」にしてもらいました。「主語がまず必要だね」、「動詞がないとドウシようもないね」(駄洒落：だじゃれで笑わせました)、「誰が旅をしてるのかな？」…くらいのヒントで、たくさんの「語句カード」を、あるチームは10秒で完成させました。写真の2文は「文の順序」が逆ですが、充分です！

I.e., Yoshy had them make two sentences just after saying Japanese, “Tabi-wa, mitidure, yowa, nasake.” What I gave them three hints; saying in Japanese… “Subject is first needed.”, “If Verb is missing, we can’t do anything at all.” (A pun made them laugh.) … And “Who are travelling? … Yes, ‘We’!” They tried making two sentences in front of lots of cards written one word or one phrase. A team could make the two sentences in only ten seconds. As you see, the two sentences attached here are not in order, which is not a big matter, but that’s enough!

楽しみながら「文法用語」が自然と飛び交いました。「五文型」を教えるために、たまには、こんな使い方も良いアイデアです。

Unexpectedly, they used “Grammatical words” very often in this game. In order to have my students understand “Five Patterns”.

日本文化をいつの日か、LLシホヤ新井教室生徒たちには、外国人に紹介してほしい！「伊呂波歌留多」、「百人一首」などの特殊な素材を使うためには、まずは「日本語での意味が分かること」ですね。英語学習は国語学習と一体です。

Yoshy wants my LL students to introduce Japanese cultures to their foreign friends some day! When we use such special learning materials as “Iroha-Karuta”, “The Hundred Poems by One Hundred Poets”, etc, first of all, “We have to know its meaning, don’t we?” – Learning English should become one with doing Japanese.