Ok, Short Stories:
1. I was teaching colors at the elementary school, 2nd grade. One boy, who was really excited about English class (especially this time b/c he knew most of his colors), eagerly waited for me to ask him “what color is this?” When it was his turn I held up a yellow card and he happily shouted out “STAR!!!...chigao (means ‘not right’ in Japanese)…Ah! Kiellow!! Chigao….*looks to me for help*”. I say, ‘yellow’. Then he almost face palms himself and says, “Ah! YELLOW!!! Yellow, desu!!” Needles to say, this got the entire class laughing :D.
2. A while ago, I did a Blue’s Clue’s-esque lesson. But with a Moose (named Hughes) who had a Canadian maple leaf mark on his foot. I introduced the moose, Hughes. I said that Hughes loves to play hide and seek (kakurenbo). To demonstrate I put Hughes behind my back and said dramatically ''oh no, where is Hughes?'' and started looking around the classroom, the students kept saying ''there, there behind you *in japanese*'' but I played dumb and kept saying ''what, where *turns around*? I can't see him.'' One student then got up and pointed behind me and tried to grab him from behind me. So, I dramatically went ''Oh!! There his is!!'' and the students were very pleased that they finally helped me realize that Hughes was in my hand behind my back lol.
After that I told them to close their eyes and hid Hughes under the teacher's desk. I told them to open their eyes, and said that Hughes was hiding, but to not look for him. So after getting all of them to stay sitting I said we have to find the Clues and like a puzzle, like detective Conan, we put the clues together to find Hughes.....they didn't fully understand all of this of course since I don’t speak enough Japanese, but they understood enough to know that we weren’t going to search for Hughes yet. To continue on w/ the lesson I read ''Where's Spot?'' and on the second to last hiding spot in the book (under the rug) I put a clue on the word under. When we got to that spot they all shouted ''clue'' and I said ''where?'' and they said ''here *mostly in Japanese*'' and then went ''oh! it's a clue, right here on the word UNDER.....do you know what 'under' means, it means 'Shita下'....All together now: 'UNDER'. Then I finished the book.
Then I played a game where the students hide characters in/under their desks/chairs. I had some characters already printed out and there were American ones and Japanese ones (Spiderman, Doraemon, Pikachu, Mickey Mouse, Ultraman, etc). To play this you select less than half the students to be Team 2 and the rest are Team 1. Team 2 closes their eyes and you hand the characters to people on team one....there won't be enough characters for everyone on team 1 and that's the point. Once the characters are hidden team 2 opens their eyes and start searching for the characters by asking ''Is ___ here?'' and team 1 says ''yes/no'' if ''yes'' then they hand the team 2 person the character who then gives it to me. Once all the characters are found, choose new team 2 and 1 players and repeat. During the 3rd or 4th round I gave the teacher a clue to put on his sleeve...the students were distracted by trying to find characters so it took a while for them to notice. Then I placed a clue on one of their desks....it took another round or so of playing the character game before they spotted the clues.
They saw the clues and shouted 'clue' (well a few said Canada da! lol^^) and brought them too me and I asked ''where was the clue'' and they said ''on the desk/on the teacher *in japanese''. And I said ''very good'' and had them all sit down. Then I asked what Sensei was in English and what つくえ/机 was in English (desk). Then I had them practice saying the three clues ''under, sensei’s/teacher's, desk'' then asked, “So, where is Hughes? Use the clues to help find him'' At first some of them darted toward the sensei lol and he was quick to put up his guard and say ''No, no, no, no, not me, desk, desk''. But most of them put it together and darted for the teacher's desk and found Hughes. Then I had them sit down and asked ''Where was Hughes? Under, teacher's, desk! Very good''. Then there was still time left so I had them close their eyes and hid Hughes in one of their cubbies on top of someone's back pack. Then I put a clue on my bag, the student whose cubby he was in, and on the word 'on' that I wrote on the board. Then I had the students open their eyes and told them to find the Clues, the Canada leaf signs. They found them and sat down and I said ok so the clues are ''on, student's name, bag'' had them repeat it and then asked ''Where's Hughes'' and they all darted to the kid's cubby and found him ^^. And that was the lesson..........In 4th grade I did the same lesson, but they found Hughes in the cubby before they found any of the clues -.-, but that’s ok, they still had a lot of fun ^^.
3. One of the boys at the Junior High….is well a boy at the junior high hahaha, he is one of the rowdy ones and usually speaks bad, but proud, English with me. And in class he really is pretty good at English, and outside of class too when he puts forth the focus and effort; but being a class clown he finds it more fun to loudly speak in bad English because he knows it makes people laugh. Usually, when I pass him in the hallway, it’s just him rambling stuff off “I’m sleepy, and you Oh so great me too!”, and lately it has been gibberish where he makes up words and throws in random English and Japanese words and ends sentences with ‘Oh’ or ‘oh yes, me too’. A while ago he said to me one day, while just passing each other in the hallway “Oh, Mary, I’m happy! Oh no! I’m SEX! Yes, I’m SEX!’’. I shook my head (trying really hard not to laugh) and said “Bad English!” He—being honestly eager to learn—said, “What, why?” So I said, “Cloud…..cloudy….Rain….rainy….sun….sunny.” He quickly caught on and then belted out “I’m SEX….Y. I`m sexy! Oh yeah!!” He tried to keep talking but by that point he was laughing to hard. Granted I shouldn’t probably encourage such things, but I’d rather him learn proper English and have fun with it than be bored and stop trying. Oh, and the other day, while speaking gibberish with me (yes I spoke gibberish back) he randomly said “In the park. Me, and big Tokyo Sky Tree! Oh Yeah” And he motioned to his crotch then burst out laughing and ran off *face palm* —___ —….definitely a rowdy junior high boy. But at least he keeps things interesting ^-^.
1. I was teaching colors at the elementary school, 2nd grade. One boy, who was really excited about English class (especially this time b/c he knew most of his colors), eagerly waited for me to ask him “what color is this?” When it was his turn I held up a yellow card and he happily shouted out “STAR!!!...chigao (means ‘not right’ in Japanese)…Ah! Kiellow!! Chigao….*looks to me for help*”. I say, ‘yellow’. Then he almost face palms himself and says, “Ah! YELLOW!!! Yellow, desu!!” Needles to say, this got the entire class laughing :D.
2. A while ago, I did a Blue’s Clue’s-esque lesson. But with a Moose (named Hughes) who had a Canadian maple leaf mark on his foot. I introduced the moose, Hughes. I said that Hughes loves to play hide and seek (kakurenbo). To demonstrate I put Hughes behind my back and said dramatically ''oh no, where is Hughes?'' and started looking around the classroom, the students kept saying ''there, there behind you *in japanese*'' but I played dumb and kept saying ''what, where *turns around*? I can't see him.'' One student then got up and pointed behind me and tried to grab him from behind me. So, I dramatically went ''Oh!! There his is!!'' and the students were very pleased that they finally helped me realize that Hughes was in my hand behind my back lol.
After that I told them to close their eyes and hid Hughes under the teacher's desk. I told them to open their eyes, and said that Hughes was hiding, but to not look for him. So after getting all of them to stay sitting I said we have to find the Clues and like a puzzle, like detective Conan, we put the clues together to find Hughes.....they didn't fully understand all of this of course since I don’t speak enough Japanese, but they understood enough to know that we weren’t going to search for Hughes yet. To continue on w/ the lesson I read ''Where's Spot?'' and on the second to last hiding spot in the book (under the rug) I put a clue on the word under. When we got to that spot they all shouted ''clue'' and I said ''where?'' and they said ''here *mostly in Japanese*'' and then went ''oh! it's a clue, right here on the word UNDER.....do you know what 'under' means, it means 'Shita下'....All together now: 'UNDER'. Then I finished the book.
Then I played a game where the students hide characters in/under their desks/chairs. I had some characters already printed out and there were American ones and Japanese ones (Spiderman, Doraemon, Pikachu, Mickey Mouse, Ultraman, etc). To play this you select less than half the students to be Team 2 and the rest are Team 1. Team 2 closes their eyes and you hand the characters to people on team one....there won't be enough characters for everyone on team 1 and that's the point. Once the characters are hidden team 2 opens their eyes and start searching for the characters by asking ''Is ___ here?'' and team 1 says ''yes/no'' if ''yes'' then they hand the team 2 person the character who then gives it to me. Once all the characters are found, choose new team 2 and 1 players and repeat. During the 3rd or 4th round I gave the teacher a clue to put on his sleeve...the students were distracted by trying to find characters so it took a while for them to notice. Then I placed a clue on one of their desks....it took another round or so of playing the character game before they spotted the clues.
They saw the clues and shouted 'clue' (well a few said Canada da! lol^^) and brought them too me and I asked ''where was the clue'' and they said ''on the desk/on the teacher *in japanese''. And I said ''very good'' and had them all sit down. Then I asked what Sensei was in English and what つくえ/机 was in English (desk). Then I had them practice saying the three clues ''under, sensei’s/teacher's, desk'' then asked, “So, where is Hughes? Use the clues to help find him'' At first some of them darted toward the sensei lol and he was quick to put up his guard and say ''No, no, no, no, not me, desk, desk''. But most of them put it together and darted for the teacher's desk and found Hughes. Then I had them sit down and asked ''Where was Hughes? Under, teacher's, desk! Very good''. Then there was still time left so I had them close their eyes and hid Hughes in one of their cubbies on top of someone's back pack. Then I put a clue on my bag, the student whose cubby he was in, and on the word 'on' that I wrote on the board. Then I had the students open their eyes and told them to find the Clues, the Canada leaf signs. They found them and sat down and I said ok so the clues are ''on, student's name, bag'' had them repeat it and then asked ''Where's Hughes'' and they all darted to the kid's cubby and found him ^^. And that was the lesson..........In 4th grade I did the same lesson, but they found Hughes in the cubby before they found any of the clues -.-, but that’s ok, they still had a lot of fun ^^.
3. One of the boys at the Junior High….is well a boy at the junior high hahaha, he is one of the rowdy ones and usually speaks bad, but proud, English with me. And in class he really is pretty good at English, and outside of class too when he puts forth the focus and effort; but being a class clown he finds it more fun to loudly speak in bad English because he knows it makes people laugh. Usually, when I pass him in the hallway, it’s just him rambling stuff off “I’m sleepy, and you Oh so great me too!”, and lately it has been gibberish where he makes up words and throws in random English and Japanese words and ends sentences with ‘Oh’ or ‘oh yes, me too’. A while ago he said to me one day, while just passing each other in the hallway “Oh, Mary, I’m happy! Oh no! I’m SEX! Yes, I’m SEX!’’. I shook my head (trying really hard not to laugh) and said “Bad English!” He—being honestly eager to learn—said, “What, why?” So I said, “Cloud…..cloudy….Rain….rainy….sun….sunny.” He quickly caught on and then belted out “I’m SEX….Y. I`m sexy! Oh yeah!!” He tried to keep talking but by that point he was laughing to hard. Granted I shouldn’t probably encourage such things, but I’d rather him learn proper English and have fun with it than be bored and stop trying. Oh, and the other day, while speaking gibberish with me (yes I spoke gibberish back) he randomly said “In the park. Me, and big Tokyo Sky Tree! Oh Yeah” And he motioned to his crotch then burst out laughing and ran off *face palm* —___ —….definitely a rowdy junior high boy. But at least he keeps things interesting ^-^.
4. Ok, so I played ''What time is it Mr. Wolf'' with the
kindergartner. Normally when we play I ask them ''夜ご飯、英語で何ですか。(What
is ‘dinner time’ in English?)'' to get them to reply ''It's dinner
time!!''.....but one time I said ''夜ご飯何ですか。(What’s (for) dinnertime?)'' I left out the 'in English' part. So…. rather
than all of the ‘wolves’ saying ''it's dinner time!'' they all started shouting
out what they were really going to have for dinner tonight XD.
5. That’s all I can think of right now. So I’ll leave you w/ what
the label on my container of dried fruits and nuts says “A heavy and thick taste
graceful seasonings is one of the things we have most treasured.” ....It only
has salt on it, no seasoning...>.>
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