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fluffyhamster
Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again
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 Posted: Wed Jan 13, 2016 5:48 pm Post subject: |
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| Inflames wrote: |
| fluffyhamster wrote: |
| Inflames wrote: |
| FH wrote: |
| Why not get the italics out while you're at it? "Ah, but unless you factor in von Krumpet's anticarrot approach you're always going to be doing something wrong." (Er, what something?). |
I generally try to follow grammar and style rules when writing, even online (in prep school and university I had teachers who would return papers for even one grammar mistake and I believe this had an impact).
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I didn't quite follow the need for this contribution, either. There is nothing ungrammatical or stylistically untoward in at least the bit of my writing that you quoted.  |
This is getting off-topic, but I just found it ironic that I was being criticized for following the rules for using italics on a forum for English teachers. It had nothing about the grammar or style of your writing at all. The story about my teachers was simply just that and nothing more. |
When I said 'Why not get the italics out while you're at it' and then proceeded to italicize von Krumpet's anticarrot approach, I thought it would've been obvious I was continuing to tease the (IMHO unnecessary) distinctions being raised regarding motivation. And again, I doubt if anyone here is unaware of the use of italics for rendering book titles (so I certainly wasn't taking issue with that!). Next time maybe find a more suitable thing to springboard off of if you don't want to be seen to be misreading things? 
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TokyoLiz
Joined: 16 Jan 2003
Posts: 1548
Location: Tokyo, Japan
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| Posted: Thu Jan 14, 2016 7:40 am Post subject: |
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My school uses a system that fully discourages any Japanese. Which I ind makes teaching concepts like "before/after", "if" "when/why?who? what" difficult. It doesn't help that the system doesn't scaffold much at all.
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How do you approach vocabulary learning in your institution? The items you mention are word-level, not grammatical form. You could put those items on the board, have the students look them up, and drI'll them.
If you're teaching whole language, then you could present those items with no Japanese quite easily after they have acquired SVO, pronouns and some active verbs. |
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rxk22
Joined: 19 May 2010
Posts: 1629
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| Posted: Thu Jan 14, 2016 1:00 pm Post subject: |
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| TokyoLiz wrote: |
How do you approach vocabulary learning in your institution? The items you mention are word-level, not grammatical form. You could put those items on the board, have the students look them up, and drI'll them.
If you're teaching whole language, then you could present those items with no Japanese quite easily after they have acquired SVO, pronouns and some active verbs. |
I have little kids. They don't understand sentence structure. So to them "When I go to school" is in no way different to "I go to school". Being able to use a little Japanese there would be very helpful.
We just use FCs to drill vocab. The materials are pretty limited, and we are limited by how much outside materials we can use in the class.
BTW check you in box please |
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TokyoLiz
Joined: 16 Jan 2003
Posts: 1548
Location: Tokyo, Japan
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| Posted: Thu Jan 14, 2016 11:42 pm Post subject: |
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Ah! Wee people. They are wired for learning language. However, it is very hard to manage without L1 use. An elementary school asked me to do kindergarten lessons once a week. The children were full of questions which I answered in Japanese. "Do you like natto?" "Can Mr. Frog learn English with us?" while holding a squirming frog. "What's the population of Canada?" from a precocious 7 year old.
After a million questions, I started the English part of the lesson.The lessons were focused on word level and TPR, a lot of chunks of statements and questions so they could interact with each other. We did songs and games with rhymes (Who Stole the Cookie?). In a 45 minute lesson, we could sustain English time for about 5 minutes at a time, and I would say my teacher talk was 25% Japanese for instructions and asides I.e. "Please ask your teacher in science class about the life cycle of a butterfly."
How you can sustain lessons and connect with the children in a daily kindergarten without L1 I can't imagine. |
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rxk22
Joined: 19 May 2010
Posts: 1629
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| Posted: Sun Jan 17, 2016 2:24 am Post subject: |
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| TokyoLiz wrote: |
Ah! Wee people. They are wired for learning language. However, it is very hard to manage without L1 use. An elementary school asked me to do kindergarten lessons once a week. The children were full of questions which I answered in Japanese. "Do you like natto?" "Can Mr. Frog learn English with us?" while holding a squirming frog. "What's the population of Canada?" from a precocious 7 year old.
After a million questions, I started the English part of the lesson.The lessons were focused on word level and TPR, a lot of chunks of statements and questions so they could interact with each other. We did songs and games with rhymes (Who Stole the Cookie?). In a 45 minute lesson, we could sustain English time for about 5 minutes at a time, and I would say my teacher talk was 25% Japanese for instructions and asides I.e. "Please ask your teacher in science class about the life cycle of a butterfly."
How you can sustain lessons and connect with the children in a daily kindergarten without L1 I can't imagine. |
They learn a lot, but yes without L1, sometimes I am not sure how much they really know. Which is why I do use Japanese now and again. Otherwise it'd be impossible to give them meaningful lessons.
Haha you have some fun kids there. I love the honest yet off the wall questions |
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