Kent, M.

(2014) Eigo Noto Plus Lessons

Eigo Noto Plus Syllabus

Duration
Main Contact
Where

16 weeks, 2 hours per week from 4:35-5:35 p.m.

Moriah Sensei
English Room

Course Description: This course is 5th graders in elementary school who are using Eigo Noto
in class during English Time.
Course Goals: The goals of this course include:
Supplementing English language learning that occurs in class with further activities
Focusing on English pronunciation
Learning about and comparing American culture and Japanese culture
Student Expectations: Students will spend two hours per week with Moriah Sensei in the
English room. There will be no extra homework. But students will be expected to participate and
pay attention.
Course Outcomes: At the end of this course, students will be able to:
Say greetings and good-byes with proper gestures
Express emotions in English
Write and recite the English alphabet and write their names in English
Count in English
Use English phrases to communicate likes, dislikes and wants
Better recognize spoken English and produce more phonologically accurate utterances
Course Curriculum
Week
1-2

3-4

5-6

7-8

Unit
Unit 1:
Introductions in
English and
gestures and the
first 13 letters
of the alphabet
Unit 2:
Expressing
emotions and
the Alphabet
Unit 3:
Pronunciation
and numbers
Unit 4: I

Lesson overview
Objective The language goal is to say hello and goodbye in
English and know the first 13 letters of the alphabet. The content
goal is using greetings/goodbyes with gestures and comparing them
to other gestures from around the world, including Japan.

Objective - The language goal of this unit will focus on teaching

students the English alphabet and vocabulary about emotions. The
content goal is writing their names in English and expressing
emotion in answer to the questions How are you?
Objective - The language goal of this unit will focus on
pronunciation of /l/ and /r/, /b/ and /v/ and /f/ to allow students a
chance for more phonological awareness when speaking and
listening. The content goal is focusing on numbers, asking how
much? and how many? and using them in various contexts.
Objective The language objective is be able to communicate that

Kent, M. (2014) Eigo Noto Plus Lessons

like/dont like
9-10

Unit 5: Do you
like?

11-12 Unit 6: Do you

have? I
have.
13-14 Unit 7:I
want, I
study
15-16 Unit 8: What
would you like?

you like/dont like something with accurate pronunciation of /l/

versus /r/. The content goal will be focusing on foods, shows,
celebrities, etc. that students like or dont like.
Objective The language goal is focus on pronunciation, while
also learning how to form a question in English. The content goal
will expand from the previous unit and students will be able to ask
and answer questions about their likes/dislikes.
Objective The language focus will be on pronunciation of // for
have and /u/ for you and do. The content will focus on things
that students have such as games, pets, siblings, etc.
Objective The language objective is to have students form that /a/
and / / of want and study. The content goal will expand upon
previous lessons with asking questions and answering, such as Do
you want./Do you study?
Objective This final unit will include an informal pronunciation
assessment in the form of student presentations about their likes
and dislikes. The language goal will focus on pronunciation of long
and short vowels. The content will focus on food and ordering at a
restaurant.

Extended Lesson Plan for Unit 3: Pronunciation and Numbers

Lesson 1/4: Numbers 1-10 (phone numbers)
Pre-lesson inventory:
Overview of lesson goals:
1. Language: To provide students the opportunity to gain fluency with numbers 1-10 for
both comprehension and production.
2. Content: Students will know how to ask for and receive phone numbers.
Materials to take to class: Blank paper, chalk, 15 hand mirrors, picture of a phone, friends phone
number worksheet, celebrity phone number worksheet, 6 celebrity pictures with phone numbers
on the back, pronunciation picture.
Equipment needed for class: None
Assignments to collect from students: None
Special room arrangements: Chalk board and no desks (which are not in the classroom, usually).
Warm Up: Dictation (5 minutes)

Kent, M. (2014) Eigo Noto Plus Lessons

Purpose: To review numbers 1-10 learned during school hours.

Procedure:
-

The teacher will tell the students that todays objective is to focus on the numbers 1-10
and then learn about getting and giving phone numbers in America. Then she will ask
students to get out a piece of paper and a pen.

Students will use a piece of paper and pen to write down the numbers the teacher says.

The teacher will say 10, 5, 3, 8, 1.

Students will get into pairs and decide if they have the same answers or not.

After one minute, if they do not have the same answers, they can raise their hand and ask
me to repeat the correct number to decide which number I said.

Students can then correct their work.

Review of in-school material: 1-10 (5 minutes)

Purpose: To review 1-10 learned in class with a focus on correct pronunciation.
Procedure:
-

Teacher will write the numbers 1-10 on the board.

The students will repeat the numbers after the teacher, as she points to them on the board
in order once and then randomly a second time.

The teacher will then have students count in unison 1-10, listening for any pronunciation
errors.

Since ending a word with a consonant sound that is not /n/ is a problem for students
because Japanese is a syllabic language that follows the consonant, vowel pattern, the
teacher would model on four, five, six, and eight.

Transition: The teacher would explain that the students are doing a good job of saying the
numbers and then tell them its time to work on pronunciation.

Kent, M. (2014) Eigo Noto Plus Lessons

Activity 1: Mirror, Mirror (15 minutes)

Purpose: To allow students to focus on the pronunciation of the final consonant sounds /r, v, x, t/.
Procedure:
-

The teacher will demonstrate the /r/ sound for the students and ask them to try to make it.

The teacher will then put an illustration of the articulators on the board and ask students
to try to make it now telling them where to put their tongue in terms of a, b, c, etc. on
the picture (this will be done in English). (See page 30.)

The teacher will then hand out hand mirrors to all the students and ask them to make
the /r/ sound again, watching where their tongue is placed.

Students will practice this sound using the mirrors while the teacher walks around
assisting students and helping correct their pronunciation.

Then the teacher will ask students to pronounce four using this knowledge of /r/
articulator placement.

The students will repeat four as the teacher walks around again helping and listening.

This would be repeated for /v, x, t/.

Presentation of new material: Whats your phone number? (5 minutes)

Purpose: To provide an authentic experience for the numbers 1-10 through exchanging phone
numbers.
Procedure:
-

The teacher will write on the board Whats your phone number? and then read it aloud
to the students. The teacher will ask Do you know what this means?

When students reply with no, the teacher will then ask a student to be a volunteer.

The teacher will ask the student to try to ask her Whats your phone number?

Kent, M. (2014) Eigo Noto Plus Lessons

-

The teacher will then say, My phone number is 687-423-1109 as she writes it down on
a piece of paper and then gives it to the student.

The teacher will then gesture call me, by making the shape of a phone with her hand
and putting it to her ear and pointing at herself with her other hand.

The teacher will ask the volunteer and the class Do you understand?

The teacher will then put a large picture of a telephone on the board and repeat the
numbers she had given the volunteer, while touching the numbers on the phone on the
board. (See page 31.)

The teacher would then ask the class to repeat three times after her Whats your phone
number?

Then the teacher will write the phone number 687-423-1109 on the board and say My
phone number is 687-423-1109 and press the numbers on the picture as she says this.

Students will repeat My phone number is 687-423-1109 after the teacher three times.

Activity 2: Celebrity phone numbers (15 minutes)

Purpose: To give students comprehensible input and allow them to listen to and pronounce
numbers.
Procedure:
-

The students will be asked to get into pairs and they will receive one worksheet per pair
with six blank spaces for six phone numbers. (See 33.)

This activity will be modeled using the teacher and one student volunteer. The teacher
will act as the runner and the volunteer will be the writer.

The teacher will then put on the board six known Japanese celebritys pictures. On the
back of the pictures will be the celebritys phone number.

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Students will take turns for three phone numbers being the one to write down the phone
number of three celebrities.

The other student will go to that celebritys picture on the board and try to remember as
much of the phone number as possible. The student will then go back and tell the writer
the phone number for that celebrity. The student can go back and forth as many times as
needed to get the phone number.

When three phone numbers are completed, the students will switch roles until all six
phone numbers are recorded.

The fastest pair will be the winners and they will get to read off two celebritys phone
numbers for the class to check their work.

The second place pair will get to read the next two and the third place pair will get to read
the last two.

Activity 3: Whats your phone number? (10 minutes)

Purpose: To give students the opportunity to develop fluency asking for, giving and receiving
phone numbers.
Procedure:
-

Each student will get a worksheet with each classmates name and a space for their phone
number on it. (See page 39.)

Students will go around the classroom asking each other Hello! How are you?, Im
fine (this will be fluency development from previous lessons), Whats your phone
number?, My phone number is and then saying Thank you, bye!

The goal will be to ask as many students as possible what their phone numbers are and
write it down in 5 minutes.

This activity will be modeled using the teacher and two student volunteers.

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-

After modeling, the students will have five minutes to ask each other (and the teacher) for
their phone numbers and give their own.

When five minutes are over, the teacher will ask everyone to sit down and count how
many phone numbers they have.

The teacher will then ask everyone to stand up and ask Who got 5 or less phone
numbers? (The teacher would gesture or less by holding up five with her hand and
pointing downward.) Those students will sit down. This process will repeat until the
students with the most phone numbers are left standing.

The class will clap for them and those students who won will receive sticker prizes.

Closure: 5 minutes
Purpose: To assess students.
Procedure:
-

The teacher will ask students in the L1 if they learned anything new today and what that
was?

HW Assignment: None
Announcements: None

Kent, M. (2014) Eigo Noto Plus Lessons

Lesson 2/4: Numbers 1-20 (amounts)

Pre-lesson inventory:
Overview of lesson goals:
1. Language: To provide students with opportunities to develop and enhance their ability to
pronounce 11, 12 and the teens correctly as well as ask and answer How many?
2. Content: Focusing on asking for amounts using food in a grocery store-like setting.
Materials to take to class: Chalk, pronunciation image, rubber bands, How many? activity
cards, shopping list and the picture of what well finally make during this activity.
Equipment needed for class: None
Assignments to collect from students: None
Special room arrangements: Chalk board and no desks.
Warm Up: Criss-Cross (5 minutes)
Purpose: To allow students to feel comfortable in the classroom and feel that they can answer
questions well in English using previously studied knowledge.
Procedure:
-

The teacher will tell the students that todays objective is to count from 1-20. But that
first, we will review material from last class and in school.

Students would stand up in rows.

The teacher will ask review questions such as How are you?, Whats your name?,
Whats your phone number?, How many books do I have?, etc.

The first student to raise their hand with an answer will be called upon.

If they give the correct answer, they can then choose front, back, right or left and
those students in that direction may sit down and relax.

This will continue until all the students have been seated.

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-

During this warm-up, any pronunciation issues will be addressed by the teacher
immediately in the form of direct correction.

Presentation of new material: Numbers from 1-20 (10 minutes)

Purpose: For students to learn the numbers 1-20 in English and focus on correct pronunciation of
11-20.
Procedure:
-

Because this information would have been briefly addressed in class, the teacher will ask
the students to count out loud as a class from 1-20.

While students count, the teacher will write the numbers on the board.

If there are numbers that the students cannot remember as a group, the teacher will
provide them.

Once 1-20 are on the board, the teacher will have students repeat after her pronouncing
the numbers one by one noticing problem areas.

Transition: The teacher will give students positive feedback for providing the numbers and let
the students know that now we are going to focus on two of the numbers they provided, 11 and
12.
Activity 1: 11 and 12 (5-6 minutes)
Purpose: To help students pronounce 11 and 12 with an emphasis on the /l/ and /v/ sounds.
Procedure:
-

The teacher will have all the students stand in a circle.

The teacher will have the students chant 11, 12, 11, 12, 11, 12 and she will walk around
the classroom as students chant examining their pronunciation to find problem areas.

11 and 12 are difficult for Japanese ELLs because of the /l/ and /v/ sounds. So, students
will sit down in a horseshoe facing the front of the class.

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The teacher will show students how to make the /l/ sound by putting their tongues against
their alveolar ridges and curling the sides of their tongues.

The teacher will use the illustration of where the articulators come to together and how to
form the /l/ sound.

The students will practice by making the /l/ sound repeatedly and then say it five times.

The teacher will then show students how to make the /v/ sound by putting their
articulators in a labiodental position on the illustration.

The students will practice by making the /v/ sound and holding it and then say 12 five
times.

Then the teacher will have students say 11 and 12, but in pairs. Students will check each
others pronunciation as the teacher walks around the room to listen to pairs for 2
minutes.

The teacher will ask if everyone felt comfortable with their pronunciation of 11 and 12.

If not, the teacher will give them one more minute of pair practice time.

Activity 2: Rubber Bands (10 minutes)

Purpose: To focus on the long /iy/ and /n/ sounds in the teens.
Procedure:
-

The teacher will hand out large rubber bands to all the students.

The teacher will not explain what the rubber bands are for, but instead will demonstrate.
The students will watch and listen to the teacher count from 1-20.

Using the rubber band, the teacher will not pull the rubber band apart for 1-12, but for 1319, the teacher would stretch the rubber band emphasizing the teen part of the word.

The teacher will also show students that when she pronounces teen, her mouth is
spread wider.

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Students will then make the /iy/ sound while putting their fingers to their mouth to make
sure their mouth is also spread like the teachers.

Then the teacher will add the /n/ sound to the end of the /iy/ sound, showing students that
they need to make a nasal sound, which is similar to the placement of the /l/ sound
(alveolar ridge) they just learned in 11 and 12.

Next, students will do the same rubber band activity as a class with their own rubber
bands, focusing on their pronunciation.

For 20, students will stretch the rubber band apart quickly and end on the /iy/ sound,
leaving off the /n/ sound. (This will be modeled by the teacher.)

We will repeat this activity three times, increasing in speed with each round of 1-20.

Activity 3: Count off (10 minutes)

Purpose: To help students develop fluency with counting from 1-20.
Procedure:
-

Students will stand up and go around the classroom pronouncing numbers in order.

Each student can say 1-3 numbers at a time, but no more than 3.

The student who gets stuck saying 20 will have to sit down and be out of the game.
This will continue until two students are left and one of them wins.

Activity 4: Grocery List! (10 minutes)

Purpose: To allow students to use the numbers 1-20 in an authentic way. How many would
have been addressed in the classroom, therefore, this information should be review and help with
fluency.
Procedure:
-

The teacher will hand out cards for the students. (See page 40-44.)

She will explain that some students are shopping and some students are selling.

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The teacher will say that we are going to make something, but we dont know what it is,
all we have is the shopping list. So students need to find out how many of each food we
need to buy.

Half of the students who are shopping will have a card with a number and a food on it
(Such as 13 apples). The other half of the students who are selling will have a card with a
certain number of food objects on it (such as 13 apples).

To begin, the students will silently repeat to themselves what their cards have. Some
students will need to count how many pieces of food they have.

The teacher will demonstrate the game to the students with a volunteer.

The students will go around the classroom asking How many ________ do you have?
or How many ________ do you need? depending on what is on their card/if they are a
shopper or a seller.

When students find a match I need 13 apples/I have 13 apples, the students will sit
down together in pairs on the floor.

Once all the students are seated, the teacher will read the shopping list off and ask the
students how many of each food item was needed. In pairs, they will answer 13! (or
however many they have).

Once the shopping list is acquired, the students will have to guess what the food is that
we are shopping for to make.

Activity 5: Assessment (5 minutes)

Purpose: In the L1, the teacher will gain an understanding of how students feel about their
pronunciation.
Procedure:
-

The teacher will ask students did you learn anything new today?

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The teacher will ask students if they feel they can understand and say 1-20 easily now?

Closure: (5 minutes)
Purpose: assign students their homework and also provide positive feedback on their progress
today.
HW Assignment: Practice counting from 1-20 three times before the next class.
Announcements: None.

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Picture of phone: adopted from <http://twistynoodle.com/my-phone-is-4-coloring- />

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Kent, M. (2014) Eigo Noto Plus Lessons

CELEBRITY:

Name: _______________________________

Name: __________________________

Name: __________________________________

Name: __________________________________

Name: __________________________________

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PHONE NUMBER:

Kent, M. (2014) Eigo Noto Plus Lessons

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Your friends name:

EX: Moriah Sensei
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

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Phone number:
719-0067-2345

Kent, M. (2014) Eigo Noto Plus Lessons

6 PIECES OF
CHICKEN

13 CARROTS

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19 ONIONS

10 POTATOES

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15 PIECES OF
GARLIC

20 APPLES

8 HARDBOILED
EGGS

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1 PIECE OF
GINGER

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WHAT DID WE MAKE?

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