The foreign, non-Japanese Turkish man had drugs and the honorable Japanese, non-foreign police politely apprehended him for being foreign in public and found filthy foreigner-only drugs on him. This TV show, like a large percentage of other Japanese TV shows demonstrate why foreigners are bad and Japanese are good because foreigners are criminals and cause problems and disrupt the wa and Japanese are rarely responsible for their country’s problems.
I’m glad that so many foreigners are targeted because some of them are guilty. It’s disgusting to think that these barbarians have the audacity to be foreign in Japan and flaunt it with their different hair and skin colors and massive noses and shorter intestines.
Thank Buddha that the police, TV, and nation are watching them and treating them like the oddities and criminals that they all always are.

How Do I Teach Tag Questions and Accusatory Questions?

You enjoy tag questions, don’t you? You study or teach English, don’t you?
The above two sentences are two examples of tag questions. Tag questions are often used to elicit a confirmation from another party. The grammar employed involves positive and negative verbs in pairs. Take a look at the following sentences. The examples of the positive and negative verbs have been capitalized.

tag_questionsAffirmative Infinitive verb -> negative Infinitive verb
You ENJOY tag questions, DON’T you?
You DON’T ENJOY tag questions, DO you?

These verbs are infinitive, but many other patterns may be used;
You CAN speak English, CAN’T you?
You HAVE eaten eggs, HAVEN’T you?
They WILL clean the carpet, WON’T they?
He COULD have escaped through the window, COULDN’T he?
She HADN’T moved from the couch by the time the phone rang, HAD she?

The best way to confirm understanding of tag questions is to confirm that the student knows you. Have the student confirm how well they know you, asking questions about nationality, favorite foods, sexual orientation, work schedule, etc.After the student has asked 5 questions, switch and ask the student 5 questions. This is where the exercise becomes difficult, because Japanese responses may be “Yes, I don’t”, which is unnatural in English. Inform the student that they should answer as though the question is not a tag question. For example;
You aren’t Chinese, are you?
No, I am not (Chinese).
Your parents are still alive, aren’t they?
No, they are not (alive).

Accusatory questions are similar to tag questions, but as indicated by their name, are much more accusatory in fashion. They are used when you are in disbelief of a situation.
Don’t you like cake? (surprise that the person is not eating/enjoying cake)
Haven’t you seen Castleblanca? (surprise that the person has not seen the classic movie Castleblanca)
Can’t you breathe through your nose? (surprise at the student’s breathing through their mouth)

cute dog

This is an inspiration dog

Even if the student is an abrasive one, it is never wise to attack their character through this grammar. Set up a role-play with a stuffed animal, and have the student pretend that the stuffed animal is a real person, but with animal traits, and have them lecture the person on proper behavior. For example, with a dog stuffed animal, the student may respond “Won’t you stop barking while driving?”, or a cat with the response “Can’t you stop sleeping on my keyboard?” Have fun with the activity, but do not let tempers get the best of anyone.

When Do I Use “A” and When Do I Use “The”?

One of the more difficult aspects of English are the articles, and not just the ones found in newspapers. Using “a” and “the” take years for most English natives to fully grasp, and much longer for those attempting to gain English abilities. The differences are striking, and there are many instances where “the” and “a” are not interchangable.
The word “The” is used to refer to something known by both the speaker and the listener. In the previous sentence as well as the sentence you are reading, there are 6 instances of “the”, each referencing something that we both clearly know to avoid confusion. “The word” refers to the word in question, which is “The”. “The speaker” is the person speaking, and “the listener” is the person listening, both known to both people. The “the” in quotes refers to the word “the”.
To clearly teach the word (“the”), have the student write the following sentence on paper, and identify all instances of “the” and what they reference;
The quick brown fox jumps over the lazy dog.

a clipart

Image of the letter and word “a” in uppercase

To contrast, “a” refers to any instance of the object in question. If the teacher were to mention that they were going to “The Family Mart”, it would be assumed that the student is in some way familiar with that location, whereas “A Family Mart” could be any location located in Japan. If the teacher asked the student to write “The word”, the student should write “the”, whereas “A word” could be “pencil”, “hotcakes”, “button”, or any other word allowed in the classroom.
After explaining usage to the student, have them write the following sentence;
A quick brown fox jumps over a lazy dog.

Have the student compare and contrast the two sentences to demonstrate understanding. This activity should take between 3 to 5 minutes. When the student successfully is able to show strong knowledge of “the” and “a”, reward them with a smile or a sticker in their reward booklet.

How Do I Explain the Difference Between Green Tea and Japanese Tea?

Oftentimes, vocabulary used for foods can be confusing, using different words to refer to the same thing i.e. soda and pop, EZ-Cheez and Easy-Cheese, Quesadillas and tortilla melts
This is confusing for non-native speakers who assume that everything only has a single word, which is the case for the Japanese word o-cha, which refers to both Japanese tea and green tea. So, how can you teach a student when each word is appropriate?
Drill the student on their nationality by using the grammar pattern of “Which nationality are you?”, to encourage the student to say “I am Japanese”. Expand on the grammar practice by asking “Which nationality is your tea?”, to which they should respond “It is Japanese” or “My tea is Japanese”. With both the student and the tea’s nationality established, the student will understand that they drink Japanese tea.

Japanese green tea drink

Japanese green tea drink

Next, ask the student “What color are you?”. If the student appears confused, use a piece of paper or a whiteboard to write “Y _ L L _ W” and encourage the student to fill in the blanks to choose “yellow” or whatever shade is most appropriate. Next, ask the student “What color is your tea?”, and write down all responses.
The student will quickly understand that green tea and Japanese tea are one in the same, and will have no problem using either term to describe the bitter deliciousness of Japanese お茶 (o-cha).

How Do I Convince a Student to Stop Taking Lessons?

As any seasoned veteran teacher can attest, some students reach a point where they are no longer capable of learning. Specialized compartments in their brains, for whatever reason, fill up and do not accept any new knowledge. In these cases, what can teachers do?
Teachers must be insistent that the student has mastered everything there is to know, and any future learning must come through self study and speaking in front of a mirror. The student may protest, but you can point out that they have stopped listening to the teacher and have now become their own teacher. Be firm, yet kind with the student when you tell them not to return.
This is a particularly big problem in Japan, where you can talk to the student for an hour at a time and they do not retain anything that you have given them. Having spent the past hour reading a list of important words to a student, and having them leave the class with a bewildered expression does not result in good feelings.
For students that are insistent that you continue teaching them, convince them of their expertise by artificially dropping your own English ability. Remove prepositions from your conversation, avoid plurals, and interspace your sentences with hoots and whoops. It truly is a confidence booster for the student.

student reaction

student reaction