日本語１０１；チャプター６
Teacher: ________Andras Molnar____________________________________
Level: __101______
Date: ____12/07/2015; Class time 75 minutes____
Goal:
Give students a sound understanding of the Japanese grammar in Chapter 6 of Genki 1
(textbook). This is the last class before the chapter 6 quiz, so I also would like to review
grammar points and vocab from earlier in the chapter.
Objectives (SWBAT):
Students Will Be Able To…
1.
conjugate and use the て form.
2.
use the 〜てはいけません grammar form。 Students will use this form and
〜てもいいです to discuss rules.
3.
use 〜から to describe a reason for a situation.
Theme: ______A Day in Robert’s Life____________________________________
Extensions: ____J-pop in the beginning of class; Te-Form Song on Yotube__________
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Review or Preview (if
applicable)
Linking & Transitioning to rest of
lesson:
(for example:
SS-T)
Activity 1: Listen to J-Pop
1.1 During Stage: Listen to J-Pop
SS
music before class to get the students in
the mindset for learning Japanese.
今、授
業をしましょう。
Transition to #2:
Activity 2: Go over Date
Time
Before
class
Tangible Outcome: More exposure to
Japanese; many students interested in
Japanese music culture, they can look
up the music in their own time if they
like it and study.
2.1 Pre-Stage: Ask students,”Can you
say today’s date?”
T – SS
2.2. During Stage: Ask Students, “何
年、何月、何日ですか。”
T – SS
2 mins
(Activity 2)
2.3 Post-Stage: Remember that dates 1 T-SS
– 10 are special.
Tangible Outcome & T. feedback/peer
Transition to #3:Ok, now we feedback: Get students used to the
will look at today’s lesson
different ways of saying days of the
week, and dates in Japanese.
(2
mins)
Activity 3: Go Over Today’s 3.1. During Stage: Give students a
brief overview of the day’s lesson to
Lesson Plan
prime their expectations for the day’s
class:
 Vocab Quiz 2 p 149
 Exit Ticket Comments
 て Form Review
 V てはいけません
 ...から
 しゅくだい
Transition to #4: ボキャブ
ラリークイズをしましょ
う。
Activity 4: Vocab Quiz
Transition #5: 終わりまし
たか。次は復習をしまし
ょう
Activity 5: Exit Ticket
Discussion
T-SS
Tangible Outcome: SS will understand
the objectives for the day’s lesson
2 mins
(4
mins)
4.1 Pre-Stage: Say: 教科書を閉めて
ください。(TAs help hand out quiz)
T(TA)-SS
1 min
4.2. During Stage: Put the vocab quiz
up on powerpoint (ppt)
SS
5 mins
4.3 Post-Stage: Collect quiz
T(TA) - SS
1 min
Tangible Outcome & T. feedback/peer
feedback: Check vocabulary knowledge
of students; incentive to study vocab
5.1 Pre-Stage: Say, “Here are questions T-SS
from last class. Think about these with
people around you, and try to answer
them. どうぞ.”
(11
mins)
1 min
(Activity 5)
5.2. During Stage: SS work together to SS-SS
answer the questions. They can discuss
them in English or Japanese.
4 mins
4 mins
5.3 Post-Stage: T will review answers. SS-T-SS
Ask SS to share.
Transition #6: (Question #4
about the て form) Now that
you have thought about the
て form, let’s see if you
remember.
Tangible Outcome & T. feedback/peer
feedback: These questions in this
segment are directly from the students.
This activity allows students to feel like
their concerns are being heard by the
teacher, and simultaneously allows
them to review (and remember) the
previous class
Activity 6: て Form Review; 6.1 Pre-Stage: Sing the て Form song;
Describe Your Weekend
review the う、る verb and irregular
conjugations; listen to youtube clip of
ss student singing て Form song
6.2. During Stage: Use the て form to
describe your weekend/recent events.
Use V1 て、V2 form (studied last
class).
Transition #7: 〜てはいけ
ませんを勉強しましょ
う。聞いてください。
(20
mins)
T-SS
5 mins
SS-SS
4 mins
6.3 Post-Stage: Review answers. Focus SS-T-SS
on Question 4 because answers very
variable and probably fun for class to
hear.
3 mins
6.4 Post-Stage: Review/Summary Slide T-SS
1 min
Tangible Outcome & T. feedback/peer
feedback: SS Review て Form
conjugation, and a gram. point from
last class in an authentic, real-life
activity. SS will work together, correct
each other and help each other
conjugate.
Activity 7: 〜てはいけませ 7.1 Pre-Stage: Give examples of 〜て T-SS
ん
はいけません; things you cannot do in
(33
mins)
2 mins
(Activity 7)
a restaurant. Let the students process
the form; how it looks grammatically
and for meaning.
7.2 Pre-Stage: Grammar explanation
using pictures and examples
7.3. During Stage: Students do
exercises from book (p 159, part A)
T-SS
3 mins
5 mins
SS-SS
7.4 Post-Stage: Check Answers
1 min
SS-T-SS
Transition: Now that we
know how to say must not,
let’s think about how to use
this for making rules
Activity 8: Rules for Class
Tangible Outcome & T. feedback/peer
feedback: TAs and T walks around the
class during activity to give individual
assistance during pair-work. SS should
understand the meaning and
conjugation of
(44
mins)
8.1 Pre-Stage: Using 〜てはいけませ T-SS
ん and もいいですか、give some
examples of things you can and cannot
do in class using picture prompts.
8.2. During Stage: Based on the prestage, have students think of rules for
class on their own (at least 3 per gram
point)
SS-SS
8.3 Post-Stage: Listen to what SS have SS-T
come up with. Share a few examples
on ppt.
Transition: Now we will
cover our last grammar
point for the semester!
Activity 9: 〜から
Tangible Outcome & T. feedback/peer
feedback: SS work together to describe
class rules. The answers are personal,
thus they will be more meaningful.
T/TA walk around and assist as
necessary.
9.1 Pre-Stage: Give examples of 〜か
ら using pictures. Let the students
process the form; how it looks
grammatically and for meaning.
2 mins
4 mins
2 mins
(52
mins)
T-SS
3 mins
(Activity 9)
Explain the grammar point using a
simple example (今、勉強します。明
日、テストですから)
9.2. During Stage: SS complete p 161
together. T/TA walk around the room
and provide feedback.
Transition: We have finished
all the grammar for Ch.6. も
う一度、Dialogue を見ま
しょう。146p を見てくだ
さい。
Activity 10: Dialogue
Review (IF TIME
PERMITS)
SS-SS
9.3 Post-Stage: T reviews answers with
T-SS
SS.
2 mins
Tangible Outcome & T. feedback/peer
feedback: This form is generally very
straight forward, so students should
understand easily. After exercise, SS
should be able to understand and use
〜から to provide reasons.
(62
mins)
10.1 Pre-Stage: Now that we have
T-SS
finished the chapter, let’s take a look at
the dialogue again (p146). This
contains all the grammar points, you
should be able to read it.
1 min
10.2. During Stage: Read the dialogue
on p 146 with your partner.
4 mins
SS-SS
10.3 Post-Stage: Review together; read SS/T
out loud if time.
Transition: ちょっとだ
け、漢字を勉強しましょ
う
Activity 11: Kanji Practice
5 mins
Tangible Outcome & T. feedback/peer
feedback: There may not be time to do
this activity, but it give a good
overview of the whole chapter.
3 mins
(70
mins)
11.1 Pre-Stage: p 314 を見てくださ T-SS
い。Let’s review Kanji one more time
before the test.
1 min
11.2. During Stage: SS work on the
map exercise (Part B)
SS-SS
4 mins
11.3 Post-Stage: T asks for answers,
provides answers on ppt.
SS-T
1 mins
(Activity 11)
Wrap-up: Ok, let’s finish up
class.
Activity 12: HW and Exit
Ticket
Tangible Outcome & T. feedback/peer
feedback: SS rarely get a chance to
practice kanji, so I always do kanji
practice at least once per class for
repetition. This should give SS
exposure to kanji.
12.1: T explains HW for next class
T-SS
1 min
12.2: SS fill out exit tickets on their
way out. They may leave when they
have completed them. さようなら〜
SS
Free
Tangible Outcome: SS aware of HW (
and that there will be a test); T gets
feedback from the class via Exit Ticket
Wrap-up: Exit Ticket
Class
End
Lesson Evaluation Procedures: see
SS
above. These will be used as review for
next class.
Materials: Genki 1 textbook; ppt print out.
Anticipated Problems & Suggested Solutions:
SS might not grasp the material, or still have problems with TE-form by the end of class.
Have the students download the slides (http://hunterjapanese101.weebly.com/) and
practice at home.
Contingency Plans (what you will do if you finish early, etc.):
There is an extra-time contingency plan worked into class (dialogue reading).