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.

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

How Do I Make the Student Pronounce the “TH” Sound?

It’s a question that many teachers ask themselves and each other; how can I make the students pronounce the “TH” sound so frequently found in English? Luckily, the answer is quite simple, but the road to that answer is long and riddled with difficulties.

One of the difficulties comes from the size of the average Japanese person’s tongue. It is a well-known fact that Japanese have longer intestines than any other race on the planet, lending to specialization towards their diet of rice, fish and miso soup. Because of the longer intestines, the tongue is shorter for obvious reasons. With short tongues, they develop a condition where they infrequently move outwards from the back of the throat, leading to mispronunciation of sounds that make great use of the tongue, primarily the “TH” sound.

Tongue Image

Tongue Image

To teach the “TH” sound, it is as simple as convincing the student to stick their tongue out. Stick your tongue out when looking at the student and speak, making liberal use of words that begin with “S”. As the teeth come down, they naturally create a “TH” sound. Each time the student successfully makes a “TH” sound, reward them with a smile and say “ooo, nice”. If they make an “S” sound, you should shake your head in disappointment and reinforce this with “oh, not good at all”.
Very few people outside of the medical field own calipers, but it is possible to maneuver the tongue out of the mouth with fingers, chopsticks, or pens used as chopsticks. Make certain to wash or use alcohol rub on anything before placing it into your mouth or the student’s.

How Do I Build Student Willpower?

Learning English is often a matter of willpower, with the weak-willed failing quickly and the strong-willed eventually failing much later.
To build willpower in the classroom, the teacher must take on the role of leader by establishing themselves as the “alpha” unit. Loud noises, whether in quick succession or all at once is a great way to gain the attention of the student, assert yourself as the “alpha”, and build their willpower.

Applying this in the classroom is simple; mix the loud noises into your lesson plan. This can be done a variety of ways, such as turning the radio up to full volume before playing a practice CD, dropping books on and around the student, or simply yelling on occasion. You will literally see an immediate response from the student in terms of their attentiveness.

The castle of willpower

Some students respond negatively towards loud noises and exhibit a range of responses ranging from simple cowering to full on confrontation. In these situations it is important that the student not be allowed to view you from eye level or above, and so it is important that you keep them in their seat. Standing in front of them and pinning their hands to the side of the chair while asking “are you here to learn or are you here to quit?” is very effective at garnering a positive response from the student and getting them ready to learn English.