私達のビデオ

幼稚園、保育所向けの宣伝ビデオ。
まずみんなHelloとI'm fineを練習します。
アルファベットをみんなで歌って動きながら練習します。
What's your name?とMy name is ___.を歌で練習します。
最初に習う4つの質問と答え。
How are you?に対する答えのバリエーションを学びます。
色々な時制の動詞の活用を 使って文を作ります。

We have one student who has progressed through the tests quickly. He is seven years old and can speak with 8 different verb conjugations and can use many basic grammar patterns. He can also read and write as well. He is an intelligent boy. But, I don't think he has achieved this level through just his own intelligence. He does what I ask him to do. He does his homework. He also comes to a second lesson I offer for free on Saturdays. And, most importantly, he has a mother who is very willing and able to help him study throughout the week. When I saw the potential the son had for learning English, I offered to teach the mother alongside him at no extra charge. I knew it would be best for him if he had someone to work with at home. She was initially surprised at the idea, but she is now very enthusiastic about it. Probably his mother's assistance is the main reason why his level has progressed so rapidly.

I am also including a letter he wrote as a first grader. I have included both his first and final drafts. If you'll notice, there are very few errors on his first draft. The final draft neglects a bottom margin, but I was so impressed with it that I didn't think to tell him to fix it.

So, I guess, here's the lesson to be learned. Parents! Work with your children. You'll be impressed with what can happen.



The first draft of a letter by a first grader. The final draft of a letter by a first grader.
フォニックスを使って英語の絵本を読み、暗唱します。

I have my students memorize a series of 21 simple children's books. They memorize each book three different times. First, they have to be able to read the book while they are looking at it. Second, they have to be able to read the book without looking at it. And then, once the first and second tests have been completed for all of the books, they have to go through all of the books and read them again. The third time though, they have to read the books without any sort of assistance. They can't use the CDs I provide. I can't help them out with any of the words. The only thing they can use are the phonics rules I taught them. It's hard and it can take some students a long time to complete, but when they are done, they know how to read.

The main reason I do this is so that when students get to junior high school they won't be lost. The English textbooks the junior high schools here in Japan use are quite difficult and they go VERY fast. Students are expected to learn a lot quickly...and the pace never lets up. The pace can be so difficult that many students who are even adequately intelligent lose hope. Their self-image can be crushed quite completely by it. If the students can read, they can at least survive. It's a very necessary head start for junior high school.
積み木を使って英単語を学ぶゲーム

This is one of my student's favorite activities. It's a good and fun way to do something that would otherwise be quite monotonous (practicing vocabulary). And, as opposed to most games, it is non-competetive and gets increasingly interesting the longer you play it. It's been a staple of my classes ever since I first started teaching.