2012-2013 Chiba Prefecture ALT SDC
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平成 26 年度 千葉県外国語指導助手指導力向上研修会 2014 – 2015 Chiba Prefectural ALT Skill Development Conference 平成 27 年 1 月 14 日～15 日 January 14 & 15, 2015 Sponsored by: 千葉県教育委員会 (Chiba Prefectural BOE) Chiba Prefectural General Education Center 2-13 Wakaba, Mihama-ku, Chiba City, 261-0014 〒261-0014 千葉市美浜区若葉 2-13 TEL: 043-276-1166 Rooms are located on the following floors of the Media Education Branch. Education Center Floor No. Main Building 本館 8 A701, Music Room （音楽室）, AV Hall（映写ホール） 7 6 Media Education 5 Branch メデイア教育棟 4 C401, C402, C411, C412 3 C301, C302, C303, C311 Bridge 2 1 Main Hall If you have any questions or concerns during or after this conference, please contact: Hideo Mori h.mr18@pref.chiba.lg.jp 043-223-4060 Rebecca O’Neil chibapa@pref.chiba.lg.jp 043-223-2398 2014-2015 ALT Skill Development Conference Welcome to the 2014-2015 ALT Skill Development Conference (SDC). The aim of the SDC is furthering the effectiveness of foreign language education and improving team-teaching by facilitating communication between ALTs and JTEs. The ALT SDC provides ALTs and JTEs opportunities to refine teaching techniques, improve communication, discuss issues, share opinions, and collaborate to develop cross-cultural understanding. 平成 26 年度の外国語指導助手（ALT）指導力等向上研修会（SDC）へようこそ。SDC の目的は、外国語教育の有効性 を高め、ALT と JTE（Japanese Teacher of English）とのコミュニケーションを円滑にすることで、ティームティーチングを 向上させることです。この機会を捉えて、指導方法に磨きをかけ、コミュニケーションを向上し、悩みや意見を話し合い、 異文化理解を深めましょう。 Table of Contents Page Description Conference Schedule (Day 1) Conference Schedule (Day 2) 2-3 List of ALT Participants 4-6 List of JTE Participants 7-10 SDC General Information & Description of Activities 8-9 Day 1 9-10 Day 2 11-14 Opening Activity: Bright Blurry Blind (English 11-12, 日本語 13-14) 15-45 Poster Presentation Summaries & Handouts 16-20 Room C301 21-29 Room C311 30-37 Room C411 38-45 Room C412 46-48 Workshop Descriptions 49-58 Workshop & Guest Speaker Handouts 59 Block Meeting Agenda 60-61 Team Teaching Videos 62 Fifth Year ALT/JTE Panel Questions Cover Back Map of Chiba Prefectural General Education Center 1 ALT Participants (listed alphabetically within their block/city; letters mark group numbers; circled numbers indicate 1 City Block Last Name First Name Day 1 Opening Poster Presentations st /2nd session) Block Mtg 1 Chiba City O’Connell Margaret C301 CA C301 1 Chiba City Perrouy Thomas A701 IA C301 1 Chiba City Roth Kristen A701 AB 1 Chiba City Wang Rachel C301 AB C301 2 Yachiyo Donley Angela C301 DH C301 2 Yachiyo Tam Jenny A701 IE C301 3 Kamagaya Ahmed Musleh C301 BE C302 3 Kamagaya Cartwright Mathew A701 HE C302 3 Kamagaya Duke Phoebe C301 JD C302 3 Kamagaya McIlraith Kei C301 GF C301 ① C302 3 Kamagaya Michalik Elise A701 EG C301 ② C302 3 Kamagaya Mills Christopher A701 BC C302 3 Kamagaya Pianetta Alessandro C301 KG C302 3 Kamagaya Wu Jenna A701 JG 3 Matsudo Foxcroft-Knop Alexander C301 EB C302 3 Matsudo Gaume Magali A701 GA C302 3 Matsudo Weber James A701 FB C302 3 Nagareyama Hafermann Rebecca A701 CA C302 3 Nagareyama Klug David C301 FA C302 4 Narita Johnson Mary A701 JA 4 Narita Mazel Vincent C301 IA C301 4 Yachimata Van Orsdol Benjamin C301 BB C301 5 Asahi Lee Jesica C301 IE C303 5 Asahi Nagy Chelsea A701 HG 5 Asahi Ross Tiffany A701 AD C303 5 Asahi Seney Claire C301 FG C303 5 Asahi Smith Kaitlyn A701 CE C303 5 Asahi Thornburg Mika A701 GD C303 5 Choshi Hermanson Amber C301 BF 5 Choshi Hind Laurence A701 FE C303 5 Choshi Lansford Deborah A701 JF C303 5 Sosa Chong Christopher C301 AE C301 ② C303 5 Sosa Gobaleza Leilani A701 KF C411 ② C303 5 Sosa Joe Cameron C301 JH C303 5 Sosa Strait Alana C301 GA C303 2 C412 ① C311 ① C311 ② C412 ② C412 ② C301 C302 C301 C303 C303 City Block Last Name First Name Day 1 Opening Poster Presentations Block Mtg 5 Sosa Vlisides Victoria A701 EB C303 5 Tako Smith Michael C301 HD C303 5 Tohnosho Reuss Andrew C301 EC C303 6 Kujukuri Hernandez Nachuwm C301 HG C311 6 Kujukuri Price Zachary C301 CC C311 6 Mobara Goldson Terrique A701 HB 6 Oamishirasato Luse Sean A701 DG C311 6 Oamishirasato Marks Joseph A701 KD C311 6 Oamishirasato Salzman-Gubbay Ezra C301 KD 6 Togane Ganda Kenyeh A701 BA C311 6 Togane Johnson Kate C301 DA C311 7 Ichinomiya Hendricks Kenneth C301 EG C401 7 Isumi Lor Vong A701 GF 7 Isumi Marquardt Melinda C301 AC C401 7 Isumi McMillan Mackenzie A701 ID C401 7 Isumi Thierer Nathaniel A701 DC C401 7 Isumi Woodward Heather C301 DF C401 7 Katsuura Moser Matthew C301 GC 7 Katsuura Robinson Jesse C301 FD C401 7 Onjuku Zelenskyy Tymofiy A701 FC C401 8 Kamogawa Reed Alison A701 AF C402 8 Kamogawa Walker Ryan C301 IH C402 8 Kimitsu Stathas Claire C301 HB C402 8 Kyonan Hemsoth Curt C301 KH C402 8 Minamiboso Colee Kelly A701 BE 8 Minamiboso Henry Jr. Jeffrey A701 KG C402 8 Minamiboso Janssen Melissa A701 CC C402 8 Minamiboso Lascaris Gisela C301 CE C411 ① C402 8 Minamiboso Pope Victor A701 EF C301 ① C402 8 Minamiboso Reasor Megan C301 JF C402 8 Tateyama Grimes Patrick A701 DB C402 3 C311 ② C411 ② C311 ① C411 ① C412 ① C311 C311 C401 C401 C402 JTE Participants (listed alphabetically within their district/school; letters mark group numbers; circled numbers indicate 1 /2 st Workplace Last session) Day 1 Poster Opening Presentations District District # 葛南 1 Yachiyo Higashi Takatsu JHS Sasaki Nami C301 AN 葛南 1 Yachiyo Yachiyodai Nishi JHS Nagai Chigusa A701 DL 東葛 2 Kamagaya Daigo JHS Goto Keita C301 JM C301 ② 東葛 2 Kamagaya Daigo JHS Sanada Akiko 東葛 2 Kamagaya Daini JHS Shiohata Namiko C301 GK C311 ① 東葛 2 Kamagaya Daini JHS Washio Kana 東葛 2 Kamagaya Daisan JHS Manome Masateru 東葛 2 Kamagaya Daisan JHS Nakata Kenichi A701 EI 東葛 2 Kamagaya Daiyon JHS Hanada Yoshiki C301 IL 東葛 2 Kamagaya JHS Usuba Miwako 東葛 2 Kamagaya JHS Yashiro Masafumi A701 IK 北総 3 Asahi Daiichi JHS Iba Tetsuya C301 CN 北総 3 Asahi Daini JHS Enomoto Jun 北総 3 Asahi Daini JHS Yoshiwara Hiroko A701 FJ 北総 3 Asahi Hikata JHS Sato Kanako C301 DK 北総 3 Asahi Iioka JHS Kasukawa Ryo C301 AJ 北総 3 Asahi Unakami JHS Ichihara Keiko 北総 3 Asahi Unakami JHS Watanabe Kumiko 北総 3 Choshi Daini JHS Kobayashi Masako 北総 3 Choshi Daini JHS Nemoto Miyuki C301 HL 北総 3 Choshi Dairoku JHS Akaya Reina A701 JI 北総 3 Choshi Daisan JHS Sato Miyuki C301 EJ 北総 3 Sosa Nosaka JHS Koshikawa Ikue A701 KM 北総 3 Sosa Nosaka JHS Yano Keiko 北総 3 Sosa Yokaichiba Daiichi JHS Abiru Chieko 北総 3 Sosa Yokaichiba Daiichi JHS Sakano Aya 北総 3 Sosa Yokaichiba Daini JHS Ishibashi Minako 北総 3 Sosa Yokaichiba Daini JHS Koshikawa Yoshiaki 北総 3 Tako JHS Ishibashi Takuya 北総 3 Tako JHS Saiki Yoshimi A701 FL 北総 3 Tohnosho JHS Sonobe Keiko A701 BM 北総 3 Tohnosho JHS Yashiro Hideki 東上総 4 Ichinomiya JHS Nishigaya Misato 東上総 4 Ichinomiya JHS Shiseki Yumiko 東上総 4 Isumi Kuniyoshi JHS Kanetsuna Ayaka Name 4 First Name nd C412 ② A701 CM C412 ② A701 HK C301 ② C301 EM C411 ② A701 EL C301 BK Workplace Last Poster Opening Presentations District # 東上総 4 Isumi Kuniyoshi JHS Yoshida Takanobu 東上総 4 Isumi Misaki JHS Imori Yuichi 東上総 4 Isumi Misaki JHS Ogonuki Kazuko 東上総 4 Isumi Ohara JHS Motoyoshi Natsumi 東上総 4 Katsuura JHS Honjo Noriko 東上総 4 Katsuura JHS Kosuda Hisako A701 IL 東上総 4 Katsuura Kita JHS Shimizu Akiko A701 GK 東上総 4 Katsuura Okitsu JHS Takahashi Toshie 東上総 4 Kujukuri JHS Arai Sachiko 東上総 4 Kujukuri JHS Kano Haruyo 東上総 4 Oamishirasato Masuho JHS Ueda Keiko 東上総 4 Oamishirasato Masuho JHS Yoshida Kazuyo C301 JK 東上総 4 Oamishirasato Oami JHS Koide Kanae C301 BN 東上総 4 Oamishirasato Oami JHS Shizume Shizuko 東上総 4 Oamishirasato Shirasato JHS Asakura Hideaki 東上総 4 Onjuku JHS Suzuki Miyuki 東上総 4 Onjuku JHS Takahashi Taiko 南房総 5 Kamogawa Awahigashi JHS Nakano Emi 南房総 5 Kamogawa JHS Sasaki Shiori A701 DK 南房総 5 Kamogawa Nagasa JHS Sasago Akiko C301 DM 南房総 5 Kamogawa Nagasa JHS Torii Yoshikazu 南房総 5 Kyonan JHS Sano Keiko A701 AK 南房総 5 Minamiboso Chikura JHS Kawakami Junko A701 HM 南房総 5 Minamiboso Chikura JHS Suzuki Ikuyuki 南房総 5 Minamiboso Miyoshi JHS Yoshimura Yasuko 南房総 5 Minamiboso Reinan JHS Kiso Mieko 南房総 5 Minamiboso Reinan JHS Suzuki Norihisa 南房総 5 Minamiboso Shirahama JHS Kamada Marie 南房総 5 Minamiboso Shirahama JHS Yamaguchi 南房総 5 Minamiboso Tomiura JHS 南房総 5 南房総 Name First Name Day 1 District A701 KJ C301 KM C311 ① C411 ① A701 CJ C411 ② A701 JJ C301 AL C411 ① C301 FJ C301 GN C412 ① Michiyo C301 IK C301 ① Inaga Michiko A701 DJ Minamiboso Tomiura JHS Komatsu Yoshie 5 Minamiboso Tomiyama JHS Wada Sakiko 高校 6 Awa SHS Shishido Hisano 高校 6 Awa SHS Umeda Tomoaki C301 CI 高校 6 Chosei SHS Takahashi Naoko C301 FI 高校 6 Kashiwai SHS Iwabuchi Hiromi 5 C301 EL C311 ② Workplace Last Poster Opening Presentations District # 高校 6 Kashiwai SHS Miura Yuichi 高校 6 Kimitsu SHS Nagayama Yuhei 高校 6 Kimitsu SHS Takano Masaru 高校 6 Makuhari Sogo SHS Kawai Yoko 高校 6 Makuhari Sogo SHS Nishigori Emiko 高校 6 Matsudo Kokusai SHS Kato Airi 高校 6 Matsudo Kokusai SHS Takahashi Kazuko A701 AI 高校 6 Nagareyama Otakanomori SHS Kataoka Noriyuki C301 DJ 高校 6 Nagareyama Otakanomori SHS Tamai Rie 高校 6 Narita Kokusai SHS Konishi Kazuhisa 高校 6 Narita Kokusai SHS Uchida Katsuhiro 高校 6 Sosa SHS Morikawa Mai 高校 6 Sosa SHS Tamai Janfa 高校 6 Togane SHS Nakamura Toshio 高校 6 Togane SHS Tanaka Anna A701 EH 高校 6 Toke SHS Takahashi Yuki A701 HI 高校 6 Toke SHS Watanabe Toshie 高校 6 Yachimata SHS Oguma Shoko 高校 6 Yachimata SHS Seimiya Rie Name 6 First Name Day 1 District A701 JH A701 GH C301 KJ C301 HI C301 JI A701 BH C412 ① C311 ② SDC General Information Nametags: The following information is listed on the bottom of your nametag: your room number and groups for the Day 1 opening activity, your room number and session if you are presenting at the Poster Presentations, and the Block Meeting room number for ALTs. This information also can be found in the participant list (pages 2-6) and block room numbers are listed in the Description of Activities (Day 2). the end of the conference. Please return your nametag at JTEs who will not attend Day 2 should return their nametags at the end of Day 1. 【名札について】名札には、１日目の Opening Activity の部屋番号、グループ、そして、ポスターの発表者の場合は発 表の部屋番号及び時間、ALT の場合は地域別ミーティングの部屋番号が書いてあります。同様の情報は参加者名簿 （２～６ページ）にも記載してあります。名札は、研修会最終日に返却してください。１日目のみ参加する JTE は、１日目 の終了時に名札を返却してください。 SDC Evaluation Survey: The evaluation surveys are divided into separate surveys for Day 1 and Day 2. At the end of each day, please hand in your completed survey. This survey is the best way for the conference organizers and participants to communicate about the conference. All comments will be carefully considered for next year’s SDC. 【評価アンケート】SDC の評価をするため、１日目と２日目でそれぞれアンケートを分けています。各日の終了後、英語 または日本語でアンケートを記入し、提出してください。 Lunch: You may eat out or bring your own lunch. In the Education Center, you may eat in the multipurpose room (opposite the main hall) or in the lobbies. Please do not eat in the Education Center rooms and make sure to dispose of any trash. 【昼ご飯】外で食べても、お弁当を持参しても構いません。施設内でお弁当を食べる場合は、メディア教育棟の多目 的ホール（メインホールの反対側）、またはロビーで食べてください。教室では食べられません。また、ごみはきちんと 捨ててください。 Booklet Cover Art: The beautiful artwork on the cover of this booklet was created by Yachiyo ALT Angela Donley. It depicts the many things in our lives that affect our experiences living and teaching. 【ブックレットのカバー・アート】このブックレットの表紙の絵は八千代市 ALT の Angela Donley 先生に描いていただきま した。学校や生活に影響を与える様々な経験が描いてあります。 SDC Materials Online: SDC poster presentations, workshop PowerPoints, and other handouts will be uploaded to the Chiba Shared Google Drive and the Thousand Leaves Wiki (http://thousandleaves.wikispaces.com/) for ALTs and JTEs to access after the conference. 【SDC 資料をダウンロード】SDC のポスター、ワークショップのパワーポイント等の資料は、研修後「Chiba Shared Google Drive」と「Thousand Leaves Wiki」(http://thousandleaves.wikispaces.com/)にアップロードします。 7 Description of Activities (Day 1) 9:30 – 9:50 Reception Check in at the reception desks in the 3rd floor hallway of the Media Education Branch to receive your SDC booklet and nametag. Report to your assigned room for the opening activity and sit with your “Discussion Group” indicated by the first letter after your room number (listed in the booklet and on your nametag). メディア教育棟３階にある受付で研修会の冊子（ブックレット）と名札を受け取り、名札・ブックレットに記載された 部屋で「ディスカッショングループ」ごとに着席してください。※部屋番号の後の最初の１文字が「ディスカッショングル ープ」を示します。２番目の文字は「ライティンググループ」です。 10:00 – 10:50 Welcome Address and Opening Activity After a few announcements, ALTs and JTEs will participate in a communicative group activity to start off the conference. More information can be found on pages 11-12 (English) and 13-14 (Japanese). お知らせの後、はじめに、ALT と JTE のコミュニケーションについてのグループアクティビティーを行います。活動 内容は１１～１２ページ（英語）または１３～１４ページ（日本語）をご覧ください。 11:00 – 12:15 Poster Presentations 2 simultaneous presentations of classroom activities will occur in each of the 4 rooms. presentation will last 15 minutes and will be repeated twice; then presenters will rotate. total, so please choose 4 of the 16 total presentations to see. Each There are 4 sessions All audience participants can move between rooms freely. ALTs and JTEs can see presentations as a pair or separately. There will be 5 minutes between each session. Descriptions of each activity are included in this booklet on pages 15-45. ４つの部屋で、１５分のポスタープレゼンテーションが合計４セッション行われます。各部屋では、２名のプレゼン ターが同時にアクティビティーの紹介を行うので、１セッションでは、全部で８つのプレゼンテーションが行われます。 １・２セッション目、３・４セッション目はそれぞれ同じ内容が繰り返されます。合計１６のプレゼンテーションの中から、４ つを自由に選んでください。ALT と JTE は一緒に回っても、別で回っても構いません。各プレゼンテーションの間には、 ５分の休憩・移動時間があります。紹介されるアクティビティーの説明は、ブックレットの１５～４５ページにあります。 PA Desk The PA Desk will be set up in room C301 during the Poster Presentations for anyone who wants to talk to a Prefectural Advisor. There is no sign-up sheet or reservations. Participants who can’t come to the PA Desk can talk to Rebecca O’Neil at any time during the conference, or email chibapa@pref.chiba.lg.jp. ポスタープレゼンテーションの時間に、取りまとめ団体アドバイザーに相談したい方のための PA デスクを C301 に 設置します。予約等の必要はありません。設置中に PA デスクに来られない場合には、その他の時間にレベッカ・オニ ールに声をかけてください。 13:15 – 14:55 Workshops All participants will attend two 45-minute workshop sessions of their choice. Each session has 4 8 concurrent workshops to choose from. Workshop descriptions are on pages 46-48. ４５分のワークショップを２つ選んで参加してください。各セッションでは４つのワークショップが同時に行われます。 テーマはブックレットの４６～４８ページに書いてあります。 15:05 – 16:05 ALTs: Guest Speaker: Leslie James – All ALTs will meet in room A701, where former Asahi JET Leslie James will speak about her research into aspects of being an ALT that affect job satisfaction. Her talk will also cover practices that organizations and individual ALTs can do improve ALT job satisfaction. JTEs: Guest Speaker: Noriyuki Kataoka – All JTEs will meet in room C301, where Nagareyama Otakanomori High School teacher Noriyuki Kataoka will present on the merits of using worksheets in lessons to develop students’ abilities such as conveying information and ideas. JTE は C301 へ集合してください。流山おおたかの森高等学校の片岡紀之先生が、情報やアイディアを伝える等 の生徒の能力を向上させるために、ワークシートを授業で使用するメリットについて発表します。 All participants will be dismissed for the day at 16:15. Please turn in your survey for Day 1. For JTEs who will not be returning for Day 2, please remember to turn in your nametag. 研修会の１日目は１６時１５分に終了します。１日目の評価アンケートを書いて提出してください。２日目に出席し ない JTE は、名札も返却してください。 Description of Activities (Day 2) 9:30 – 9:50 Reception Please check in at reception located in front of the AV Hall on the 7th floor of the Main Building. JTEs who have come for only Day 2 may pick up their nametags and booklets here. 本館の７階の映写ホール前で受付をしてください。２日目のみ参加する JTE は、名札とブックレットを受け取ってく ださい。 10:00 – 10:10 Opening Address 10:10 – 12:00 Keynote Speaker Dr. Chris Hale, Academic Director and Language Lecturer at the American Language Institute – Tokyo Center, will speak about the new MEXT guidelines requiring communicative language teaching (CLT) to become the focus of language instruction, and how JTEs and ALTs can work together to accomplish this. Chris Carl Hale has taught undergraduate and graduate courses related to language acquisition and teacher training in the United States and in Japan for over 20 years at universities such as City University of New York (CUNY), Columbia University Teachers College, and International Christian University, Tokyo. He holds an M.A. in TESOL (Teaching English to Speakers of Other Languages) and a Master of Education in Applied Linguistics, both from Teachers College Columbia University. [http://www.scps.nyu.alitokyo.jp/en/ali_tokyo/] 9 アメリカン・ランゲージ・インスティテュート（ALI）東京校のアカデミックディレクターであるクリス・カール・ヘイル博 士が、文部科学省の外国語教育でコミュニカティブアプローチを重点的に取り組むためのガイドライン変更や、JTE と ALT の協力を通じてこの目標を達成できる方法について発表します。 20 年以上にわたり、ニューヨーク市立大学、コロンビア大学ティーチャーズカレッジや国際基督教大学（東京）な どアメリカと日本の大学で、言語習得と教員養成に関連した学士および修士コースを教える。 コロンビア大学ティー チャーズカレッジで TESOL（英語を母国語としない人向けの英語教授法）での修士（M.A.）と応用言語学で教育学修 士(M.Ed.)を取得。[http://www.scps.nyu.alitokyo.jp/en/ali_tokyo/] 13:00 – 14:00 ALTs: Block Meetings – ALTs will report directly to the following rooms for Block Meetings: Blocks 1, 2, 4: C301 Block 6: C311 Block 3: C302 Block 7: C401 Block 5: C303 Block 8: C402 JTEs: Guest Speaker: CLAIR – JTEs will meet in the A/V Hall for a guest lecture by Majid Riaz and Sohei Tanita from CLAIR. They will present skits that demonstrate common workplace miscommunications that occur between Japanese and non-Japanese. JTE 対象：映写ホールにて、自治体国際化協会（CLAIR）マジッド・リアズ氏、谷田昇平氏をお迎えし、外国人と日 本人が働く上で起こりがちな問題点やコミュニケーションのあり方を、コントを通して考えます。 14:10 – 15:00 Team Teaching Videos ALTs and JTEs from elementary, junior high, and high school will show a short video of an activity used in their regular team teaching class. After each video, participants will have a short group discussion. 小中高等学校の ALT と JTE がティームティーチングの授業で使ったアクティビティーをビデオで紹介します。各ビ デオの後にグループディスカッションを行います。 15:05 – 16:00 5th Year ALT/JTE Panel 5th year ALTs (Magali Gaume, Michael Smith, and Zachary Price) and their JTEs will share their experiences and answer a few pre-determined questions. Then the ALTs will share a “pecha-kucha” slideshow of their time as an ALT in Japan. ５年目の ALT、そして、一緒に教えている JTE に先輩としての経験を語っていただきます。その後、日本での ALT としての経験をスライドショーにして「ペチャクチャ」と発表します。 All participants will be dismissed for the day at 16:15. Please remember to turn in your nametag and survey. 研修会は１６時１５分に終了します。名札と評価アンケートをスタッフに渡してください。 10 Opening Activity: Bright, Blurry, Blind Step 1 Sit with Discussion Groups and introduce yourself Step 2 Move to Writing Groups and write one item each for Bright, Blurry, Blind Step 3 Walk around the room to see what other groups wrote Step 4 Sit with Discussion Groups and discuss the questions listed on the next page Groups The first letter after the room number (on your nametag or the list of participants) indicates the “Discussion Group.” Begin the activity with your discussion group, then when instructed, move to your “Writing Group,” indicated by the second letter. At each writing group, there are three pieces of paper labeled “Bright,” “Blurry,” or “Blind.” Bright These topics and issues are out in the open. Bright issues may only apply to one group, but are common knowledge that everyone is aware of and people discuss openly. Ex. The balance between preparing students for entrance exams and teaching communicative English Ex. Decreasing numbers of students forces some schools to close or merge, and increases class sizes at large schools. It is difficult for teachers to effectively teach 40 students at a time. Ex. Teachers never have enough time. Between teaching classes, preparing for lessons, grading homework and tests, clubs, homerooms, meetings—teaching is a rewarding but very busy job. Ex. It is difficult for teachers to know when they are “successful.” Do we measure success by exams, or how students improve in class, or improving their attitude, etc.? Maybe what students learn now will be helpful years after they leave the classroom. Blurry These are topics and issues that people know about, but don’t talk about enough. Blurry issues are shared unofficially or secretly. People may be unsure or not allowed to talk about this problem openly. If Blurry topics and issues were made Brighter, there would be less gossip and many questions would be answered. Ex. Some teachers are assigned to teach club activities even though they have never played that sport Ex. Finding mistakes in the textbook Ex. Students’ learning disabilities, home situations, and other factors that affect classroom behavior are not shared openly. This protects students’ privacy, but some teachers don’t receive this information. Ex. English teachers struggle to teach correct English pronunciation when everyone and everything else uses katakana or Japanese-made English (wasei-eigo). 11 Blind These are topics and issues that you feel that only you struggle with, and others aren’t aware of. If Blind issues were made Brighter, we would understand each other’s points of view more easily and there would be fewer miscommunications. Ex. (JTE) Pressure and/or lack of support from students’ parents Ex. (ALT) Having to ask work colleagues for help with private matters, like going to the doctor and shopping. Ex. (JTE) Team-teaching is rewarding but difficult. Other subject teachers who teach alone don’t understand/appreciate the extra time and effort required to team-teach English. Ex. (ALT) Pressure to represent the diversity of English speakers (different countries, appearances, cultures, and ways of speaking) Ex. (rural town) Students in rural towns don’t have many chances to see foreigners and speak English. English teachers struggle to motivate students to study English besides exams. Our Roles Teacher English speaker JTE ALT Non/Japanese Resident of my town, Chiba In your groups, think about your roles in the categories above, and the different issues that apply to you as members of those categories. Please discuss and write down one issue on each piece of paper so you have one topic that is Bright, one Blurry, and one Blind. Discussion Questions: 1. What new issues (Bright, Blind, or Blurry) were you made aware of? 2. What topics were similar among the groups? 3. How can we make Blind and Blurry information brighter? (In general or for specific issues) What topics were different? 12 Opening Activity: Bright, Blurry, Blind（日本語） Step 1 「ディスカッショングループ」において、自己紹介をする Step 2 「ライティンググループ」に移動し、Bright、Blurry、Blind にそれぞれ書く Step 3 他のグループの答えを自由に回りながら見る Step 4 「ディスカッショングループ」に戻って次のページのトピックを話し合う グループ 部屋番号の後の最初の文字（名札または参加者名簿に書いてあります）は「ディスカッショングループ」を示します。最 初はディスカッショングループとアクティビティーを行い、指示があったら２番目の文字が示す「ライティンググループ」 に移動します。各グループには「Bright」「Blurry」「Blind」と書かれた紙が３枚あります。 Bright 「Bright」（明るい）は、明らかに皆に知られているトピックや問題・課題です。誰もがこの問題を抱えているというわけで はありませんが、問題の存在は認識しているので、率直に意見交換をすることができます。 例）入学試験準備とコミュニケーション英語とのバランス 例）少子化などの影響で閉校・合併している学校が多く、クラスの生徒人数が増えている。４０人の生徒を一 度に効果的に教えるのは難しい。 例）先生には時間が足りない。授業、授業準備、宿題やテストの採点、部活、職員会議、担任の仕事もある。 教師というのはやりがいがあるが、非常に忙しい仕事だ。 例）先生は、自分が成功した時というのがはっきりとはわからない。成功の物差しは、生徒が試験に受かるこ となのか、生徒の成績が上がることなのか、生徒が態度や考え方を改善することなのか。生徒が現在学ん でいることは、将来何年も経った後に役立つことがあるかもしれない。 Blurry 「Blurry」（ぼやけている・曖昧）は皆に知られてはいるけれども、もっと議論をするべき問題です。この問題は非公式 に・ひそかに共有されています。この問題を抱えている人は、率直に話してもいいかどうか不安だったり、話すことが許 されていなかったりしています。この問題がもっと「明るく」なれば、多くの疑問が解決され、噂話やひそひそと相談す ることもなくなるでしょう。 例）スポーツの経験がないのにスポーツ系の部活を担当する先生がいる。 例）教科書にミスがある。 例）学習障害や家庭の事情など、生徒の授業中の態度や成績に関係あることは、個人情報保護のため伏 せられており、すべての先生には伝わっていない。 例）カタカナや和製英語が広く使われている中、正しい英語（特に発音）を教えることは難しい。 13 Blind 「Blind」（目に見えない）は皆に知られていない、自分（のグループ）だけが悩んでいる問題です。この問題がもっと 「明るく」なったら、お互いの視点や考え方がわかるようになり、誤解が少なくなるでしょう。 例）【JTE】保護者からのプレッシャーがかかっている。保護者からのサポートが得られない場合もある。 例）【ALT】病院や買い物などの個人的な問題について、仕事の同僚や上司に相談しなければならない時も ある。 例）【JTE】ティームティーチングはやりがいがあるが、うまく行うのに時間も努力も必要。１人で授業を担当し ている他教科の先生には理解してもらえない。 例）【ALT】英語話者の多様性（国籍、見た目、文化、方言など）を自分一人で代表するプレッシャーを感じ る。 例）【田舎】特に田舎に住んでいる生徒は外国人を見かける機会もあまりなく、英語を使う機会も少ない。英 語の先生には、入学試験以外に英語を使える機会を作ることが課題になっている。 先生 役目 英語が話 せる人 JTE 日本人・外国 人 ALT 千葉県○○市 の住民 上記の立場で抱える問題・課題を考えてみましょう。グループで話し合って、各カテゴリー（Bright, Blurry, Blind） に一つずつ書いてください。グループで一つに決められない場合はもっと書いてもいいです。例と同じ内容を書いて もいいですが、新しいものも書いてみましょう。グループで話し合う時は英語でも日本語でも構いませんが、書く時は 英語で書いてください。 ディスカッション･トピック ① 初めて気づいた問題（Bright, Blind, Blurry のどれでもいい）は何ですか。 ② 異なるグループ間で、似ているトピックはありましたか。違うトピックはありましたか。 ③ Blind や Blurry の問題はどうしたら「明るく」できますか。（全般的に、または個々の問題に対して具体的に） 14 Poster Presentation Summaries & Handouts Room C301 # 1 2 3 4 Session ALT ① ② JTE Kei McIlraith School Pages Elementary School 16-17 Victor Pope Michiyo Yamaguchi Minamiboso Shirahama JHS 18 Christopher Chong Aya Sakano Sosa Yokaichiba Daiichi JHS 19 Elise Michalik Keita Goto Kamagaya Daigo JHS 20 JTE School Pages Vong Lor Natsumi Motoyoshi Isumi Ohara JHS 21 Jenna Wu Namiko Shiohata Kamagaya Daini JHS 22 Terrique Goldson Naoko Takahashi Chosei SHS 23-27 Mary Johnson Katsuhiro Uchida Narita Kokusai SHS 28-29 JTE School Pages Gisela Lascaris Junko Kawakami Minamiboso Chikura JHS 30-31 Matthew Moser Akiko Shimizu Katsuura Kita JHS 32 Leilani Gobaleza Yoshiaki Koshikawa Sosa Yokaichiba Daini JHS 33-34 Ezra Salzman-Gubbay Kazuyo Yoshida Oamishirasato Masuho JHS 35-37 JTE School Pages Kelly Colee Norihisa Suzuki Minamiboso Reinan JHS 38-39 Kristen Roth Emiko Nishigori Makuhari Sogo SHS 40-41 Amber Hermanson Reina Akaya Choshi Dairoku JHS 42-43 Chelsea Nagy Tetsuya Iba Asahi Daiichi JHS 44-45 Room C311 # 5 6 7 8 Session ALT ① ② Room C411 # 9 10 11 12 Session ALT ① ② Room C412 # 13 14 15 16 Session ALT ① ② 15 1 Kei McIlraith Elementary School, Kamagaya ES—Speaking, listening, reading Grade Level and Number of Students: 6th graders and 5th graders, 35 students Materials: word cards for jyuban atteru?-'Order order!' class activity, picture cards (food, places and flags) for memory game- 2 sets per group. Table 1: Order Order words want eat go to see Do . (full stop) I to You can ? you he she Picture cards Objective: In the ORDER ORDER acitivity, the students will be begin to recognize and understand the word order in English by listening to the teacher and reading the words to make the correct word order. The memory game not only allows the students to play a game but also form the correct sentences using the grammar which was covered in the ORDER ORDER game as a class activity. The students will be able to use the grammar point -want to~ eg. I want to go to Pokemon center and You can~ eg. You can eat pizza. (This activity can be altered to practice any grammar points.) 16 1 Explanation of jyuban atteru? 'ORDER ORDER' activity a. Go over and explain the grammar point ' I want to ~ ', eg. I want to go to space. Since grammar can be tedious to learn and boring for 6th graders to learn, I find that most of the children enjoy the 'Hi Friends' chants. b. The word cards are randomly (Table 1) put up on the black board and the teacher will continuously utter interrogative and declarative sentences in English and a student is chosen to correctly line up the words. An alternative to this activity is uttering the sentences in Japanese (ask the homeroom teachers to do this) and the children can line up the words in English. Let the student who is participating in the activity confirm with the rest of the students if the answer is correct. The students tend to help and explain some grammatical rules as to why English uses capital letters the beginning of sentences and which grammar punctuations to use. Memory game a. Give out two sets of picture cards (above) to each group 4-6 students. b. Go over the vocabulary of the picture cards and ask what categories are there, explain that there are food, places and flags. c. Tell the students that this game is similar to 神経衰弱 (しんけいすいじゃく) but the students also have to utter sentences while playing the game. eg. Pizza pizza I want to eat pizza. Pizza Hamburger I want to eat pizza. I want to eat hamburger. d. If the cards are the same the student receives the cards and gets another turn. The student with the most sets of card wins the game. e. To make this game harder get the other players of the game to utter “She/ He wants to eat pizza” after the student who has a turn so they can practice using the third singular pronouns. f. The ALT and homeroom teachers can walk around the classroom praising the students for speaking English. 17 2 The Castle Game (modified from englipedia.net) Victor Pope and Michiyo Yamaguchi JHS— Listening, writing, some speaking Shirahama Junior High School, Minamiboso Grade Level: Grades 1-3, for both large and small classes Materials: Chalkboard, Chalk, Erasers Objective: Activity should provide students with a varied and captivating review of material, focusing on both listening and writing. Summary: First, break the class into about 4-6 teams. The rows they sit in are optimal for the activity. Each team should have roughly the same number of students. For very small classes, be sure to make at least 4 teams, otherwise the game may not be as fun. Divide the board into segments equal to the amount of teams. For each segment of the board, draw three rectangles on the top to signify castle “walls.” Then, draw a flag on the top of the middle wall. Next, have one student from each team (usually the student in the first row of class) come to the chalkboard. Give them a question category, such as: Vocabulary, Sentence, Translate into Japanese/English, Number, Answer My Question, etc. The students will then write their response on the board. After they have finished writing they will sit down where they are standing at the board. The first person to sit down with the correct answer written wins the round. Have the winner say their answer to the class. They now get to choose one wall from one team to “destroy” by erasing it. After two walls have been erased from one team, the last wall, with the flag on it, can be erased. Once the last wall is gone, the team takes the flag and puts it on the center wall of their castle. For the team whose castle has been destroyed, if they win a round, they don’t destroy another team’s wall. They rebuild their own. This game is very versatile and can be used to review most topics. Make sure students don’t take too long thinking about which wall to erase. Also, allowing other team members to help verbally from their seats is a good way to get them to speak more English. 18 The Flipped Classroom 3 Christopher Chong and Aya Sakano Yokaichiba 1st Junior High School, Sosa JHS—Listening, writing, speaking Materials: A computer for each student and a worksheet. Objective: Let students learn new grammar points at their own pace. Do homework in a supportive environment. Summary: The flipped classroom is a new approach to teaching. Students learn new grammar points and vocabulary by watching short videos at their own pace. Students can repeat the video as many times as they want to, and they must complete a quiz at the end. Then, they don't do homework at home, they do the homework in class allowing teachers and fast learners to help slow learners. There is some important theory behind the "Flipped Classroom" so we will first discuss what it is, and why is it potentially useful if you have a mix of fast and slow learners in your class. We will also watch a video and see a demonstration of the quiz program. 19 Where In The World Was Ellie? Ellie Michalik and Keita Goto Kamagaya 5th Junior High School 4 JHS—Listening, writing (adaptable) Grade Level and Number of Students: Junior High School (all years), 30-40 students (easily adaptable to all grade levels and number of students) Materials: Maps, foreign money, pictures (of food, places, people, famous landmarks, etc.), a great story, and anything else you would want to share with the students! A worksheet with questions the students can answer during or after listening to the presentation. Objective/Focus: Students will use their listening skills to learn about places that may be foreign to them. They will then use their writing or speaking skills to answer questions pertaining to the presentation. Ideally, students will be inspired to want to learn English with the intent to travel and communicate with people all over the world. How Do I Do This Awe-Inspiring Activity?: Many students require motivation beyond “passing high-school entrance exams” to want to study English on a more conversational level. An easy way to do that is to show them the benefits of knowing English. Show them places they can go, people they can meet, and what they can do if they take the initiative to study English. This activity is easy to do and easy to adapt to different grade levels as well as to your own personal interests. The JTE's role in the lesson is also easy to adapt. Depending on the level of the students, the JTE can translate everything that is said, check the students' understanding from time to time, talk about their own experiences and anything in between. Tell the students about the country you visited, show them popular food in that region, cultural information such as religion and local traditions, show them money (kids LOVE money!), pictures of you at landmarks or doing silly things, and anything else they may enjoy. Inspire them with your enthusiasm! 20 5 Bridge Builder Vong Lor and Natsumi Motoyoshi Ohara Junior High School, Isumi JHS—Reading, writing, speaking, listening Grade Level and Number of Students: Junior High School, 2nd and 3rd years with at least 4 students per group with several groups (lunch groups work well) Materials: Scrap paper to make numbered cards, blackboard/whiteboard, and chalk/markers Objective: To get the students to make sentences under pressure and have fun doing it. They’ll be making sentences, giving instructions, listening to instructions, and writing said sentences. Summary: The goal of the activity is to create structurally sound bridges by making grammatically correct sentences under strict time limits. Guidelines for making the bridge will be specified by the ALT and the JTE i.e. a 5 word sentence that contains the word “game,” or a sentence with as many words as possible. Each group will have a name, engineers, and a builder. The engineers are responsible for designing the bridge (sentence) and the builder is responsible for building said bridge. The builder will rotate out with an engineer every round so that everyone gets a chance at being a builder. Have either the ALT or JTE draw the bridge outline on the blackboard with the construction guidelines in place. Builders are not a part of the designing process; please remove them from the engineers via whatever method you choose to do so with. Once removed, have the person not setting up the bridge get the builders to draw one numbered card to determine the pecking order. Once the guidelines are set and the order determined, the engineers have 1 minute to design their bridge. After the 1 minute is up, the first builder has 30 seconds to construct their bridge, relying only on the oral instructions given by the engineers. Continue one by one until all the bridges have been built. Have everyone sit down and both the ALT and JTE will judge the quality of the bridges. Rinse and repeat. With each new round, change up the construction guidelines for an added challenge i.e. increasing the word count, using specific grammar patterns, or not using any prompts at all. Keeping track of points and rewarding the winning group is encouraged but not necessary. *Feel free to adapt it to your needs. 3rd and 2nd year middle school students will probably have an easier time with this but with the right students and prompts, this can be done with 1st years. 21 Toy Story Board Game Jenna Wu and Namiko Shiohata 6 JHS—Listening, speaking, reading, writing Kamagaya Daini Junior High School Grade Level: Suitable for all grade levels 1-3 Materials: Paper, color printer, laminator Objective: Students will review the grammar learned throughout the semester while utilizing listening, speaking, reading, and writing skills. Summary: This activity is customizable so you can create your own theme. Toy Story is popular among my students, so I decided to make each a row a team that represents a Toy Story character (Team Potato Head, Team Buzz Lightyear, etc). I printed out photos of various characters, laminated, cut, and applied adhesive magnets on the back. (You can prepare this material a day ahead.) For this activity, the entire blackboard is transformed into a board game. You can design this however you like, but I like to add squiggly lines (straight lines are okay too) across the board as each character “races” against one another for the goal at the end. Then, each line is sectioned off into boxes (the number of boxes depend on the number of questions you’ve prepared or time you have for the game). You can also spice things up by adding the typical board game twist (for example, landing on a box that will take you two steps back or switch with another character who might be ahead in the game). To start the game, the first person in each row will stand up. first person to raise their hand can answer. Once you throw a question at them, the If it’s a close call, they can decide who gets to answer through rock-paper-scissors. If the answer is wrong, other teams will have another chance to answer. When the correct answer is revealed, they can sit down and the second person in each row will stand up for the next question. The way you prepare your questions is also entirely up to you. You can ask something in English and have them translate the meaning into Japanese (and vice versa); you can make them unscramble sentences; you can have them use little whiteboards and write down answers. 22 7 Narrative (Story writing) Terrique Goldson and Naoko Takahashi Chosei High School, Mobara SHS—Reading, writing Grade Level and Number of Students: Grade 1 High School, 20-40 students Number of sections/Class time: 1hr 45 (5 sessions) General Objectives: Students will be able read and appreciate writing stories Aim/Specific Objectives: At the end of this unit student should be able to: List the uses and the parts of a narrative Develop unique characters Design a unique setting for their story. Develop a basic plot (problem) Write an original narrative Express their views on stories that they have heard through peer evaluation Practice recitation Summary: Developing a story. Introduction Talk about fairy tales (most students taught I was speaking about the manga Fairy Tail). Discuss the uses of narratives and the parts. Read a short narrative story. In this case the story was Little Red Riding Hood. You can find a story appropriate for your student’s level. (Side note: The textbook being used has the story of Little Red Riding Hood. It divides it into four sections. Part 2 has a dialogue so the students formed group of three, being the narrator, wolf, and Red Riding Hood respectively. The acting part here is import for the next section. There many thing you can do here. I chose to have the students highlight the setting in part 1: students circle who, where, when). After reading then the next step was character development, introduction of the words protagonist (main character) and antagonist (bad guy). Have students point them out in the story they read Student design their characters using the worksheet. (Side note: I had the students draw their characters then they had to talk about each character in pairs.) End of lesson. Home work: Worksheet 2 What will your story be about? Write the setting for your story include who (characters you designed), when, where. They complete a basic outline of the story. (Side note: students may write the story here instead of writing the outline. Have them discuss their story in pairs. Develop the (problem/plot/conflict) Beginning/Middle/End. Beginning: How does the problem start? Middle of the problem: How does the problem become more difficult? /plot twist What do the characters do to make the problem more difficult? End: The solution to the problem Home work: Write your story Next class Teacher’s role: Giving instructions and providing support for the student (prompt for ideas in their story). 23 Narrative Writing Name______________________________________________ Narrative Writing: How To Here are a few guidelines to remember. Narrative writing is used to: entertain tell a variety of stories write poetry Narrative writing samples include: mystery tall tales adventure, myths, fairy tales, historical events personal narratives poetry fiction and nonfiction science fiction horror The introductory paragraph should: include the who, where, and when The body (3-5 paragraphs): includes a problem, conflict, or event(s) rises to a climax attempts to solve the problem each paragraph focuses on one of your key points always stays on topic uses great vocabulary and keeps your reader engaged backs up all of your key points with supporting detail(s) The conclusion: solves the problem or event summarizes the topics in each paragraph finishes with pizzazz and leaves your reader pleased and satisfied 24 Character Profiles: Basic Character type: Character type: _____ Protagonist _____ Protagonist _____ Antagonist _____ Antagonist _____ Stock character _____ Stock character _____ Supporting character _____ Supporting character _____ Other _____ Other Character name: Character name: Character goals: Character goals: Character motivations: Character motivations: Other character information: Other character information: 25 Narrative Writing Name______________________________________________ The story will be about: _____________________________________________ _________________________________________________________________________ The setting is: ____________________________________________________________________________ ____________________________________________________________________________________________ This happens first: ______________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ Then this happens: ______________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ After that: ________________________________________________________________________________ ____________________________________________________________________________________________ Then it ends when: ______________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 26 Narrative Writing Name______________________________________________ Narrative Writing: Problem Helper Topic idea: Setting (who, where, when): The problem: Beginning of the problem: ______________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ Middle of the problem: __________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ End of the problem: _____________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ Conclusion: 27 8 Telephone Pictionary Mary Johnson and Katsuhiro Uchida Narita Kokusai High School SHS—Writing Grade level: 1st, 2nd, or 3rd year high school students Class size: 20-40 students Materials: worksheets (or blank paper) and pencils Objectives: Students will be able to demonstrate their understanding of a sentence pattern, grammar point, key phrase, etc. they have learned by writing a sentence. Students will be able to further process the meaning of a variety of sentences that use the target sentence pattern or grammar point by drawing a picture of the meaning. Students will be able to practice using the target sentence pattern or grammar point by constructing a variety of sentences from the pictures their classmates have created. Summary: Telephone pictionary combines the ideas of two classic games, telephone and pictionary, to create an engaging activity that allows students to demonstrate their knowledge and express their ideas by both writing and drawing. This versatile writing activity can be used to either review or practice a sentence pattern, grammar point, key phrase, etc. or simply get students to express an idea or opinion. It can be easily done in a class of 40 students in about 20-25 minutes, but it can also be done in smaller classes of 20 students. 28 8 student 1 Sentence: 3 min. studen 2 Picture: 3 min student 3 Sentence: 3 min. student 4 Picture: 3 min. student 5 Sentence: 3 min. 29 Solve the Puzzle to See the Bigger Picture Gisela Lascaris and Junko Kawakami Chikura Junior High School, Minamiboso 9 JHS—Reading, speaking, listening Grade Level: Third Grade Number of students: 30 Materials: puzzle pieces containing questions and answers Objectives: Students should be able to read questions and sentences. Students should be able to match answers to the most appropriate questions. Students should be able to name and answer simple questions about their completed picture. Summary This activity was used as a review exercise. Comparative and superlative words were being reviewed. The use of question words was also being practiced and reviewed also. (This activity can be modified to be used in any grade; with any number of students and to teach a variety of topics.) Procedure Preparations 1. You need a list of 10 questions and their corresponding answers. 2. Completed puzzles will reveal pictures of different animals. You decide what the completed puzzle will reveal or whether everyone has the same or different pictures when their puzzles are completed. 3. The paper with the printed picture will be cut into four quarters. Each quarter will be cut into five pieces. The first and third quarters will contain the questions (10 pieces). The second and fourth quarters will contain the answers (10 pieces). Each piece of paper is a puzzle piece. (Twenty puzzle pieces) 4. Put the pieces together so that you can see the revealed picture. All questions and answers must be written at the back of the puzzle pieces. Then beginning with the top right hand side puzzle piece, write your questions from 1-5. Jump to the third quarter and write questions from 6-10 beginning with the right hand side puzzle piece. Make sure that the questions are numbered. 5. Answers for question 1-5 will be written on the second quarter. Beginning with the right hand side puzzle piece. Answer 6-10 will be on the last quarter and again beginning on the right hand side. In class activity 6. Working in groups of four, one student in the group will ask the questions and the remaining students will discuss and search for the correct answers to each question. Students will be told that 30 9 that this activity is in the form of a puzzle. After they’ve answered all the questions and the pieces are arranged. They will turn all the puzzle pieces over to reveal a picture. 7. The student with the question will ask Question 1 to the other students in the group. Then he/she will place the puzzle piece with the question asked on the desk with the writing facing upwards. The other students will look for the correct answer among the puzzle pieces and read it out. This puzzle piece will be placed under the one with the question. Again answer must be facing up. The same pattern will be followed for each question and answer. 8. After all questions have been asked and answers found, students will turn the puzzle pieces over to reveal their picture. 9. Student will be asked simple questions about their picture. Front Back 1.Question 2. What is the 3. Question 4. Question 5. Question Answer Answer Answer largest animal living on land? Answer An Elephant. 6. Question 7. Question 8. Question 9. Question 10. Question Answer Answer Answer Answer Answer 31 Who is 棒人間? (bōningen, stick person) Matthew Moser and Akiko Shimizu Katsuura Kita Junior High School 10 JHS—Writing, speaking, reading Grade Level and and Number of Students: All middle school grades and an entire class Material: Chalk and Blackboard Objective: The purpose of this exercise is to allow the students to be creative and to compose their own sentence describing an ambiguous object. They should be encouraged to think freely and use their imagination to their greatest ability. The JTE and the ALT will help organize or correct misspoken or incorrect English. The ALT will also interpret the means of the students’ sentences. The students will also have to listen and pay attention to the previous sentences, as exact same answers will not be accepted. Sentences should be humorous, funny, sad, or serious in their nature. Emotions content should be emphasized as well. Summary: 1. Draw a stick figure on the blackboard. 2. Give it an ambiguous name, e.g. Chris, Lee, Alex, or Sam. 3. Give an example sentence to show the students the intention of the game. 4. Encourage the use of as many different phrases, tenses, creative expressions and experimentation using known phrases and their dictionaries and their imagination. 5. Give 3-5 minutes to allow the students to prepare their descriptions of the stick figure. 6. Start from the first student and ending with the last, the ALT and JTE will listen and write phrases on the blackboard while paying attention to the verbal and physical transmission of their students’ statements. The ALT will write and correct the statements on the board. E.G. He is..., She is...., It is...., (Name) is..., (He/She/It/Name) is not (adj)..., (He/She/It/Name) is not a(noun). (He/She/It/Name) is not the (noun), (He/She/It/Name) (verb+s).... (He/She/It/Name) (verb+ed)... (He/She/It/Name) +can(verb)..., (He/She/It/Name) +could(verb)...,(He/She/It/Name) should(verb)..., (He/She/It/Name) likes to(verb)..., (He/She/It/Name) likes (verb)ing..., (He/She/It/Name) enjoys (verb)ing..., (He/She/It/Name) has (verb Past perfect tense)..., (He/She/It/Name) is not (verb)ing..., 7. ALT will begin by creating a flower structure on the board, which will progressively become more expansive and complicated as the students add descriptions. Instead of adding complete sentences, new petals can be added from the previously created words, thereby decreasing the total amount of writing that is required by the ALT and JTE. Rules: Students will be allowed to consult with their neighbors for initial suggestions, repeated answers are not allowed. ALT and JTE may be consulted with for advice or suggestions. Optional: Students can remain seated while the sentences are being spoken, because standing in front of their peers can cause them unnecessary anxiety. 32 11 Party Time Leilani Gobaleza and Yoshiaki Koshikawa Yokaichiba Second Junior High School, Sosa JHS—Reading, writing, listening, speaking Grade Level and Number of Students: Junior High School 1st grade (around 35 students), adaptable to other levels 1st grade: “I can…” 2nd grade: “If you come to our party, you can ~.” 3rd grade: Traditional Japanese culture (Project 8) Materials: Sample, poster paper, markers, colored pencils, scissors, glue/tape Objective: Apply grammar point “I can” in a creative way. As a group, students will plan a themed party together. However, their individual jobs are up to them. (“I can bake a cake.” –Hiroko, for example). The final product will be a poster invitation. *Inspired by project-based learning in which students are given the opportunity to create something they can be proud of (or at least have fun with) and practice applying skills learned from different subject areas (in this case, students will combine art and the English language) ALT & JTE Roles ALT and JTE present sample poster presentation together ALT delivers instructions JTE checks students’ understanding ALT and JTE walk around and help students as they work Sample Agenda 1st Class 2nd Class Greeting 1 min. Greeting Vocabulary Test 5 min. Project Time 20 min. Pointing Game 4 min. Presentation Practice 10 min. Presentations 10 min. Worksheet 15 min. Part I. Vocabulary & Writing Part II. Planning Project Time 1 min. Remainder of class Troubleshooting Problem Solution Students could not decide or agree on a theme. Assign themes. Students didn’t have enough time. Allow the students to work on the posters in their free time or provide them with a second class period. If time is an issue, you can give them a certain amount of time to complete each step (for example: “You have 3 minutes to think of a theme”). Work was unbalanced because it was difficult for six Print out individual sheets for students to write and students to work on one poster at the same time. draw on individually. Attach to poster later. Students are unmotivated. Offer prizes (stickers, certificates, etc.). Determine 1st, 2nd, and 3rd prize by vote. 33 11 Class No Name Party Time! I can… Part I. Review: Vocabulary and Writing bake dance dress like bring buy Example: 1. 2. a cake 3. a pizza some video games Write sentences for the pictures above using “I can.” Example: I can bake a cake. 1. 2. 3. 4. Part II. Planning Theme: Where is the party? When is the party? What can you do? Name Example: Job Me I can bring a basketball. Kyary Pamyu Pamyu She can sing and dance. 1. Me 2. 3. 4. 5. 6. 34 4. Pikachu Five-Square Writing: Developing Good Writing Habits 12 Ezra Salzman-Gubbay and Kazuyo Yoshida Masuho Junior High School, Oamishirasato JHS—Writing Grade Level and Number of Students: JHS 1st-3rd years, 30 students Materials: five-square writing worksheets, blank five-square posters, sentence strips w/magnets Objective: SWBAT develop and organize their thoughts to write coherent compositions Five-square writing is a process that is optimally executed over several lessons. It becomes more effective when used over the course of students’ three years in JHS. Teachers can adapt the activity to focus on different grammar points and skill levels e.g. self-introduction (first person conjugation with basic verbs) or interviewing teachers and writing about them (third person conjugation with more advanced vocabulary). The following steps will cover the latter topic and will take approximately two class periods to complete. Summary: 1. Explain activity to appropriate teachers and request their cooperation in being interviewed for this activity. 2. From a previous lesson, students will already be familiar with the five-square writing layout: one square for an introduction, and a square each for three thematic body paragraphs. The fifth square is a space to consolidate the paragraphs into a single writing composition. Please refer to attached worksheet for a better sense of the layout. 3. Divide class into groups of three to four students. Choose group leaders to assist with coordination. Assign each group a teacher to present on. 4. ALT gives an example presentation on a teacher in the school (the JTE is a good choice). Students take notes and gather as much information as they can. The ALT should read her composition at least twice (once at natural speed and once slowly). 5. The JTE asks students for information they gathered. The JTE writes these snippets in Japanese on a large version of a blank five-square writing worksheet. The JTE will be familiar with how the composition is organized, and should put the snippets in the appropriate squares as students share. 6. Meanwhile, the ALT will attach large strips, each with a single sentence from the composition, to the blackboard with magnets (very easy if using magnetic tape). Sentences should be out of order. 35 12 7. JTE/ALT guide students through recreating the composition, referring to the large five-square writing worksheet to show how all the information about a single topic gets organized together, the broadest information leading to more detailed information. ALT moves the strips into order as students tell her what comes next. 8. Keeping in mind the kind of composition they want to write, students formulate interview questions for their teachers and imagine how they will organize the information they get in a five paragraph essay. Before the following class, students interview their assigned teacher and ask follow up questions for more information. 9. In the following class, students outline the information they want to use on their five-square writing worksheet, finally consolidating the information in a completed English composition in square five. 10. During this period, JTE/ALT should ask questions aimed at encouraging students to develop their ideas with further relevant information. E.g. “Oh, you like music? What’s your favorite band? Do you play an instrument?” Students will learn to ask themselves these same types of questions. Writing about someone else presents a useful opportunity to replicate that process. Preparing interview questions and following up for more information indirectly improves students’ abilities to excavate their own minds for further relevant information when writing. 36 12 No.2 Topic Our School Teachers (増穂中学校の先生を紹介します！） Square 2 Square 3 （教科・出身・家族など） （趣味・好きなもの／人／ことなど その１） ○ ○ ・ ・ ○ ・ ○ ・ Square 1 Topic: I'm going to tell you about . Square 5 Square 4 （趣味・好きなもの／人／ことなど その２・感想など） ○ ・ ・ ○ ・ ・ Yoshiemon's Pocket 【Useful Words】 ○do動詞 ・live in ~（～に住んでいる）・teach（教える） ・come to school by ~ （～で学校に来る） ・cook（料理する） ・make（作る） ・walk（散歩する） ・draw（絵を描く） ・listen to（～を聞く）・read books（本を読む） ・watch TV（テレビを見る） ・watch movies（映画を見る） ○人・動物など ・singer（歌手） ・song（歌） ・actor（俳優） ・cat（ネコ） ・dog（犬） ・bird（鳥）・fish（魚） ○感想の言葉など ・kind（親切な） ・funny（おもしろい） ・energetic（活発な） 【Useful Expressions】 ・have ~ people in his(her) family（～人家族） ・He(She) is good at～.（～が得意） ＊わからない単語が出てきた時は，先生に聞こう！ How do you say ○○ in English? How do you spell ～? 37 Summary of Square 1, 2, 3 and 4 （Square 1～Square 4をまとめよう。） “Guess What?” Game (based off of “Guess Who”) Kelly Colee and Norihisa Suzuki Reinan Junior High School, Minamiboso 13 JHS—Listening, speaking, writing Grade Level and Number of Students: Junior High School, 1st year; any number of students Materials: Two large versions of worksheets to hang up during demonstration, worksheets with characters/classmates/monuments/etc. for each student, dictionaries Objective: Students will be able to ask and answer simple questions after finishing the activity. Activity Summary: 1．Demonstration of Game with Teacher A & Teacher B (Two person version) Give students a worksheet which includes sample questions and the game board so they can follow along with the demonstration game. Tell students not to write on it during the demonstration. B circles one item on their game board without showing others. A may ask three yes/no questions about B’s choice. A crosses out choices as they are eliminated based on the answers to the questions. Examples of questions and answers: → “Is he in 1B?”/ “Yes, he is.” → “Is it in the school?”/ “No, it isn’t.” → “Does she sing?”/ “No, she doesn’t.” After A asks their three questions, s/he must guess which item was chosen. B reveals whether A’s guess is correct or not. Check to make sure students understand how to play the game. 2．Put students in small groups (approximately 2-4 people). 3．Have students write a few questions to ask about the mystery item before beginning. 4．Start the game. →Game play is similar to the teachers’ demonstration, but there will be multiple “A’s” taking turns asking questions. Each student may ask three yes/no questions. After each student has asked three questions, they each make a final guess. →Teachers walk around and monitor students’ participation while answering questions about vocabulary and grammar. Students may look up necessary vocabulary in dictionaries as well. Options for Game: ⇒ The game can be played using more advanced grammar. (Have you ever been there? Was it made by a French person? Do we have to use it at school?) ⇒ The number of questions and category of the items on the board can be changed depending on the level of students and the amount of time available for the activity. ⇒ The game can be done as a short review/warm-up as a class with the teacher choosing a card and students asking questions to guess in order to guess the card. ⇒ The game can be repeated with a new student becoming B (if time permits). 38 13 Example Dialogue: A: B: A: B: A: B: A: B: Question Ideas: Is she/he/it (a)… Do I/you/we … Does she/he/it…? Can I/you/we… ? Is it an animal? Yes, it is. Is it small? No, it isn’t. Does it live in Africa? Yes, it does. I got it! Is it an elephant? Yes. That’s right! Answer ? Yes, (she/he/it) is. / No, (she/he/it) isn’t. ? Yes, (I/you/we) do. / No, (I/you/we) don’t. Yes, (she/he/it) does. / No, (she/he/it) doesn’t. Yes, (I/you/we) can./No, (I/you/we) can’t. Your turn! Please write some questions. 1. ___________________________________________________________? 2. ___________________________________________________________? 3. ___________________________________________________________? 4. ___________________________________________________________? 39 Conversation Journals 14 Kristen Roth and Emiko Nishigori Makuhari Sogo High School, Chiba City SHS—Writing, reading Materials: Notebook or journal Objective: Main objective is to create a more comfortable atmosphere for students to communicate with the ALT and to encourage student creativity. Summary: Conversation journals are basically a conversation between a student and an ALT, but written down. About every two weeks, students turn in a journal entry about anything they want to write about. Students are encouraged to treat the entry like a conversation, to ask the ALT questions and to answer questions that the ALT asked in the previous entry. The ALT then reads over the entry, writes the students back, answers any questions the student asks, and asks a question or two back to the student. 40 Conversation Journal 14 What is it?: We want to get to know you better! So, in this journal please write about yourself. Kristen will write you back and ask questions. Please answer the questions. You can also ask Kristen questions. Let’s have a conversation! Rules: Write at least 100 words. Answer Kristen’s question You can write about anything you want Ideas about what to write about: Hobbies Movies Books Music TV shows Sports Your schedule Your family Fashion Vacations Weekends Club activities And so much more! 41 15 New Way of Reading Amber Hermanson and Reina Akaya Choshi 6th Junior High School JHS—Writing, reading Grade Level: mid-2nd and 3rd year in Junior High, can be adapted to high school level as well. Materials: Reading worksheet with questions prepared before class Objective: This activity will develop critical reasoning for unknown words, so that students are better prepared for entrance exams and real life English. They also will interact with English in a different way than usual. The students will understand the reading more deeply through guessing unknown words and making questions. Summary: Prepare a worksheet that is similar to the one on the next page. Give the worksheet to the students at the beginning of class. I usually read the reading out loud first so that students can listen. Then I let the students try to figure out the meaning to the unknown words. Usually, I give them about 3-4 minutes. They can do this part either alone or you can have them in groups. Then check their understanding by asking for possible Japanese translations to the words. With left over time, explain the meaning of the reading to the students. And give time for the students to write some questions. I usually have them write Q&A or T/F questions, since students don’t usually have the opportunity to write questions. With the last part of class, have the students share their questions by either reading them out loud or writing them on the board and the other students try to answer. *Note: For this activity to work well, it would be best that the students don't look ahead in their textbook or to use a different reading. 42 15 Sunshine Program 8-1 A Shelter for Pet Animals Class:_______ Name:_________________ Almost 300,000 people lost their homes in the earthquake. Many pets also became homeless. Many of these pets had injuries. Dr. Hataya remembers it vividly. A woman was walking her dog on a cold morning without any shoes. A man was sharing a blanket with his dog. Both the woman and the man were thinking, “With this pet I can live.” At the time, Dr. Hataya thought, “I have to do something. Pets also need homes.” ☆ New Words shelter _________________ earthquake__________________________ homeless______________ injury/injuries ______________________ vividly_________________ blanket______________________________ both___________________ both ~ and…_______________________ need _________________ ♡ Let’s write our own Q&A questions!! 1.)____________________________________________________________________________________________________ A.)__________________________________________________________________________________________ 2.)___________________________________________________________________________________________________ A.)_________________________________________________________________________________________ Let’s write some True or False questions! 1.)____________________________________________________________________________________________( ) 2.)____________________________________________________________________________________________( ) 43 16 Baseball World Series Chelsea Nagy and Tetsuya Iba Asahi First Junior High School JHS—Listening, writing, reading Grade Level and Number of Students: Good for all junior high school grade levels (1-3). This game can be done with any number of students. Materials: 1 large baseball diamond poster (you can also draw the diamond on the board) 3-4 character cut-outs (if you have no characters, use different colored magnets) Chalk or whiteboard markers (must be enough for the number of teams playing) 1 blackboard or whiteboard Baseball Word Series Worksheet Objective: This activity is used as a review exercise to be utilized before a test. After this activity students will have practiced and be able to write target vocabulary and grammar structures. Also, they will be able to answer questions given in English with properly structured responses. Summary: 1. Divide the class into 3 or 4 teams. Assign a character or magnet to each team. Place the baseball diamond on the board, or draw the diamond on the board. Divide the board so each team has space to write their answers. 2. Explain the rules: ① Students may select either a Single, Double, Triple, or Homerun. ② Single=1 base, Double=2 bases, Triple=3 bases, Homerun=4 bases ③ Single=vocabulary, Double=phrase, Triple=Q/A, Homerun=Paraphrase (These can be adapted to the teachers’ liking) 3. One representative from each team must go to the board and janken. The winner selects the first difficulty level. 4. Read the word or ask a question that corresponds with that difficulty. 5. Each representative then tries to write the correct answer in their team’s column. The first one to answer correctly is the winner. In case of a tie, have the kids janken. 6. Move the characters or magnets around the diamond and keep track of each team’s score. Don’t use home plate as the starting point for each question. Each team should continue from their previous base. Passing home plate equals one point. 7. The winning team gets to choose the next difficulty and the players rotate every round. Students who are not at the board writing should use the worksheet to write the correct answers to use later when studying for the test. 44 16 Baseball World Series! For One Base ( ( ( )( )( )( )( )( )( For Two Bases ( ( ( ( ( ( )( )( )( )( )( )( )( )( )( ) ) ) ) ) ) ) ) ) For Three Bases ( ( ( ( ( ( ) ) ) ) ) ) For Homerun ( ( ( ( ( ( ) ) ) ) ) ) Class — No. Name 45 Workshop Descriptions A) Finding Globalization in Japan (Session 1&2, Room C301): Patrick Grimes (Awa SHS) and David Klug (Nagareyama Otakanomori SHS) As English teachers, we have taken up the heavy task of not only teaching English, but also introducing other cultures. We do this in the name of “globalization,” a word many of our students find irrelevant to their lives, thus reducing their motivation to learn English. Both as teachers and as individuals, how do we find opportunities to experience and share English and foreign cultures? Two ALTs from very different placements will introduce ways to show our students and ourselves globalization and the importance of English in Japan. 英語の先生はただ英語を教えるだけではなく、異文化を紹介する大切な役目もあります。私たちは、それを「グローバ ル化」の名の下に行っていますが、生徒は自分の生活とは関係ないと思い、英語を勉強する気力を失くしてしまうわけ です。では、先生として、または個人として、英語や異文化を体験し共有する機会をどう見つければいいでしょうか。お 互い非常に異なる環境で教えている ALT 二人が、生徒に、そして、自分自身に対して、グローバル化と英語の重要性 を示す方法を紹介します。 B) Challenges, Communication & Connection: A Brief How-To Guide of English Conversation Classes (Session 1, Room C311): Mackenzie McMillan ~ Isumi BOE Outside of daily classroom duties, many ALTs are contracted to teach “extracurricular” English conversation classes. While teaching these classes can be rewarding in a variety of ways, with no set curriculum and no prior training, English conversation classes can present ALTs with their greatest sets of challenges. This presentation will cover topics such as how to sustain interest and conversation, how to “teach” people who have far more life experience than the ALT, and how to foster a safe environment for healthy English conversation. This presentation will include useful, concrete pieces of advice based on my experiences as well as incorporate some general truths of ESL education that can be adapted for students of varying English levels and environments. 学校の授業以外にも、英会話を教えている ALT は少なくありません。英会話の授業を行うことはやりがいのあることで すが、カリキュラムも事前の研修もないので、ALT には難しいチャレンジです。このプレゼンテーションでは、英会話の 生徒にとって関心のある会話をサポートすること、ALT 以上に様々な経験を重ねてきた人に何かを教えること、安心し て英語を話せる環境を作ることなどの対策を紹介します。また、このプレゼンテーションでは、実際の経験に基づいた 具体的で役立つアドバイスや、英会話だけではなく、様々なレベル・授業の形にも使える英語教育の現状に即した情 報も紹介します。 C) Technologically Enhance (Session 1, Room C411): Kenneth Hendricks ~ Ichinomiya BOE The purpose of this workshop is to discuss how to use technology to enhance language education and to improve how JTEs and ALTs collaborate and interact. Prior to becoming an ALT, Kenneth Hendricks worked as the Coordinator and Technician for Willamette University’s World Languages Studio, a contemporary language learning center that helps language educators use technology in their classes. First, the presentation will cover how to properly use technology in the classroom. The presenter will outline simple rules to follow when bringing 46 technology into the classroom, discuss the power and potential of the humble PowerPoint presentation, and offer concrete examples of using video/audio in the classroom. The second half of the workshop will explore how technology can be utilized by JTEs and ALTs to greatly enhance how they work together. The presenter will illustrate collaborative methods that use technology, including Google Drive and e-mail. This workshop will provide concrete and actual examples of how to incorporate technology in the classroom, but the main objective is to communicate the potential of technology in our daily lives as ALTs and JTEs. このワークショップでは、テクノロジーを活用することで、英語教育の質を高めること、そして、JTE と ALT の連携を向上 させることについて扱います。発表者のケネス・ヘンドリックス先生は、ALT となる前は、ウィラメット大学のワールド・ラン ゲージ・スタジオ（外国語の教育者が授業でテクノロジーを活用できるよう支援する現代言語学習センター）で、コー ディネーター・技術者として勤めていた方です。このワークショップでは、はじめに、授業におけるテクノロジーの効果 的な使用法を説明し、テクノロジーを使う際の基本ルール、パワーポイントの魅力や可能性、ビデオ・オーディオを授 業に取り入れる具体的な例を紹介します。プレゼンテーションの後半では、テクノロジーを活用した JTE と ALT の連携 の向上について取り上げ、「Google ドライブ」やメールなどのテクノロジーを使った連携方法を紹介します。このワーク ショップの主眼は、ALT や JTE としての日々の活動においてテクノロジーが持つ可能性を伝えることです。 D) Work/Life Balance (Session 1, Room C412): Nachuwm Hernandez ~ Kujukuri BOE How to appropriate time during and outside of work. The ALT is a very unique position and at times it can be hard to gauge what is expected and how much time ALTs should be spending at work. While effective communication can help alleviate many problems, time management becomes a necessary tool to accomplish everything at work while maintaining a healthy lifestyle. I would like to discuss techniques to manage your time and how to incorporate your experiences outside of work into your teaching. 勤務時間の内外を有意義に使う方法。ALT という仕事はとても独特で、ALT に何が求められているかがはっきりしない 時や、どの程度の時間を仕事に費やせばよいかがわからない時もあります。効果的にコミュニケーションを図ることで 問題解決ができる場合は多くありますが、日本での生活を充実して過ごすには、時間管理が必要になってきます。こ こでは、時間管理に関するテクニックや、仕事以外での経験を授業に加えて面白くする方法について発表します。 E) Eikaiwa: Teaching People Who Are Probably Smarter Than You (Session 2, Room C311): Joseph Marks ~ Oamishirasato BOE Not all ALTs have to teach eikaiwa, but for those of us that do, it’s a unique challenge. However, teaching information can be hard to come by. In this panel, I would like to share my strategy for teaching an advanced-level eikaiwa, share activities that I’ve found effective, and take some time as a group to think about and share tips and teaching strategies together. 全ての ALT が英会話を教えるわけではありませんが、英会話を教えている ALT にとっては特有の課題となっています。 それにも関わらず、英会話指導の情報やアドバイスを見つけのは困難です。このプレゼンテーションでは、実際に使 われている上級英会話を教える際の戦略や効果的なアクティビティーを紹介し、グループで戦略やコツについてディ スカッションを行います。 47 F) Linguistics 101: It’s Tongues of Fun! (Session 2, Room C411): Rachel Wang ~ Toke High School We will discuss some basics of linguistics (the study of language), specifically English sounds and how to describe them. This is helpful for addressing common pronunciation difficulties of Japanese learners of English. We will also discuss and share activity ideas. The goal is for you to come away with some new ideas about how to teach pronunciation, whether it is for class or speech contest. This workshop is aimed at linguistics beginners and will focus on U.S. English pronunciation. 英語の発音や、その指導法など、言語学（言語に関する研究）の基本を紹介します。本内容は、英語を学習する多く の日本人が難しいと感じる発音の練習・指導に活用できます。また、言語学の知識を使ったアクティビティーをシェア し、話し合いを行います。授業やスピーチコンテストなどで使える発音のタン(tongue)のしい指導法を発表します。この ワークショップは言語学の初心者向けです。なお、ここでは、アメリカ英語を扱います。 G) Team Teaching: Communication and Lesson Planning (Session 2, C412): Jeffrey Henry ~ Minamiboso BOE The most common problem facing JTEs and ALTs is simply effective communication. say but hard to do, and finding concrete steps to improve it is difficult. Communication is easy to One way we can improve our communication and hopefully team teaching effectiveness is to prepare and plan for class together. This workshop will focus on improving communication between JTEs and ALTs through class planning centered on utilizing the unique talents and perspectives of both the JTE and ALT. JTE と ALT に最もよくある問題は、効果的なコミュニケーションです。コミュニケーションと一言で言っても「言うは易し、 行うは難し」で、具体的な改善方法を見つけるのは難しいです。JTE と ALT のコミュニケーションやティームティーチン グを改善する方法の一つは、一緒に授業の準備をすることです。このワークショップでは、JTE と ALT それぞれの才能 や視点を生かした授業準備を通じて、コミュニケーションの改善に繋げることを取り上げます。 Workshop materials will be uploaded to the Chiba Shared Google Drive and the Thousand Leaves Wiki (http://thousandleaves.wikispaces.com/) for ALTs and JTEs to access after the conference. ワークショップのパワーポイントなどの資料は、研修後「Chiba Shared Google Drive」と「Thousand Leaves Wiki」 (http://thousandleaves.wikispaces.com/)にアップロードされます。 48 Challenges, Communication & Connection: A Brief How-To Guide of English Conversation Classes Mackenzie McMillan ~ Isumi BOE 英会話 Quick Tips Sample Lesson Plan ★ Before Class ★ Eikaiwa 7-9-14 “On the Throne” -Set class goals -Assess the class English level Warm-Up- Name things found in the bathroom/toilet -Come early—bond with students Unconventional -free from normal rules; strange -Prepare lessons that incorporate your Awareness -having knowledge; thinking about something interests and areas of knowledge -Invest time and care in preparing Install -to put into position; prepare for use Short Reading Name for the lessons Toilet/Bathroom ★ In the Classroom ★ Number Quiz The powder room 1. ___ people in the world have no toilet The washroom at home. -Form groups based on skill level a. 2.6 billion -Genuinely LISTEN to students million -Vary activities to capitalize on different skill sets c.. 500 2. Nearly ___% of the world’s population lives without access to a proper toilet. a. 25 -Play conversation games b. 1 billion b. 15 The little boy’s/girl’s room The loo The lavatory The john c. 40 3. Over ___% of people in Africa do not have access to a proper toilet. a. 10 -Include everyone in conversations b. 60 c. 55 4. Over ___ people in Latin America do not have access to a proper toilet. a. 100 million ★ After Class ★ b. 45 million c. 7 million Discussion-Do you know the difference between American toilets and -Evaluate your lessons Japanese toilets? -What went well/terribly? -Have you ever dropped anything important into the sink/toilet? -How can I improve? Game- Word Tennis- Topic: Things you find in your bathroom. Resources ★TEFL.net★ (tefl.net/esl-lesson-plans/esl-worksheets-t p.htm) — Amazing talking point worksheets on a variety of topics. Lesson plans, discussion topics, and worksheets Dave’s ESL Café (eslcafe.com) — “Idea Cookbook” Large selection of lesson and activity ideas submitted by ESL teachers around the world. are also included‼ Busy Teacher (busyteacher.org) — Free, Chiba Google Drive printable worksheets for a variety of topics. Lesson ideas and plans submitted by Chiba ALTs past and present. 49 Linguistics 101: It’s Tongues of Fun! Rachel Wang ~ Toke High School rswang@uwalumni.com Consonants Voicing (whether vocal folds vibrate) Manner (how sound is produced) Place (where in the mouth) http://emedia.leeward.hawaii.edu/hurley/Ling1 02web/mod3_speaking/3mod3.5.2_place.htm https://www.msu.edu/course/asc/232/Charts/ConsonantChartFilledIn.html Vowels Front/backness (front, central, back) Height (high, mid, low) Tense vs. lax Rounding https://www.utexas.edu/courses/linguistics/resources/phonetics/vowelmap/ 50 http://pages.uoregon.edu/l150web/vowel.html Diphthongs = 2 vowel sounds combined. Japanese doesn’t have any. aɪ (buy), aʊ (house), ɔɪ (toy) eɪ or ej (say), oʊ or ow (so) Stress Three aspects o Louder o Longer (3:1 stressed: unstressed) o Higher pitch Unstressed syllables become [ə] or [ɪ] Problem Solving Consonants Vowels Rhythm o Nursery rhymes o Nonsense syllable Stress: increase length of stressed syllable, 13 vs. 30 Activity Ideas Bingo game Explain using diagrams of mouth Physical response (e.g., stand/crouch) Fly swatter game (たたき飛ぶ) Karuta Blackboard race Word tree Instructions activity Helpful Resources Websites o International Phonetic Alphabet charts: http://www.yorku.ca/earmstro/ipa/ o Interactive diagrams of mouth: http://www.uiowa.edu/~acadtech/phonetics/english/english.html http://smu-facweb.smu.ca/~s0949176/sammy/ Books o Minimal Pair Word Trees (Charles Redditt, 2006) o Teaching American English Pronunciation (Avery & Ehrlich) o Pronunciation: A Practical Approach (Linda Lane) 51 Team Teaching: Communication and Lesson Planning Jeffrey Henry ~ Minamiboso BOE JTE ALT 52 ALT 研修資料 別紙１ Let’s make your own worksheet! NEW STREAM ENGLISH COMMUNICATION I Chapter 5 “The Surprising History of Food” Part 4 ”The History of Ice Cream” 53 1. Listening activity どんなアクティビティーを行いますか？問いを作るとしたら、どんな問題にしますか？ 目的は何ですか？ 2. Reading activity どんなアクティビティーを行いますか？問いを作るとしたら、どんな問題にしますか？ 目的は何ですか？ 3. Communication activity どんなアクティビティーを行いますか？目的は何ですか？ Let’s share ideas! 54 ALT 研修資料 別紙２ Chapter 5-4 “The Surprising History of Food” Work Sheet 1 Listening Activity Ⅰ 〔Words Check〕If you can hear the following words, then put ✓ in the small boxes. □ eaten □ glass □ paper □ important □ invention □ cone □ selling □ ran □ wrapped □ history Listening Activity Ⅱ 〔Grasp the outline〕Answer two questions below. Q1 This is a history about... A B C D My name is Hamwi. Q2 In1904, Hamwi was selling… A Class ( B ) No. ( ) C Name ( D ) 55 Work Sheet 2 〔Reading Activity〕 1 2 3 4 5 Step 1 Read the following passage silently. Step 2 Listen to the CD for checking pronunciations. Ice Cream Today For a long time, ice cream was eaten from a small glass, or wrapped in paper. Later, a very important development came: the invention of the ice cream cone. In 1904, at the St. Louis World’s Fair, Ernest A. Hamwi was selling waffles. When the ice cream seller next to him ran out of dishes, Hamwi wrapped the ice cream in waffles, and the rest is history. Now we can enjoy ice cream with an edible cone. 〔T / F Questions〕Circle T or F or answer the questions. Q1 A long time ago, people didn’t eat ice cream from a small glass or wrapped in paper. (T / F) Q2 Hamwi helped the ice cream seller to sell a lot of ice cream. ( T / F ) Q3 Put the pictures in order according to the passage about ice cream history. A Answer:（ Class ( B ）⇒（ ) No. ( C ）⇒（ ) Name ( ） ) 56 Q4 What did Hamwi advise ice cream seller? Let’s guess and write your idea! (Any idea is OK.) St. Louis World’s Fair Waffle shop Ice cream shop I have no dishes now. I can’t sell ice cream any more! Hamwi Ice Cream Seller Thank you Hamwi. You have a nice idea! I can sell a lot of ice cream! Class ( ) No. ( ) Name ( ) 57 Work Sheet 3 Essay Writing History of For a long time… Later… Now… Class ( ) No. ( ) Name ( 58 ) Block Meetings Rooms Block(s) 1, 2, 4 3 5 6 7 8 Room C301 C302 C303 C311 C401 C402 Agenda Time Item 13:00 Announcements by BC 13:05 Show & Tell Everyone brings some kind of area information to share. It can be a restaurant, a cool place to bring friends from out of town, a doctor who speaks English, a cheap place to park, an event in your town, etc. 13:30 Discussion Discussion section moderated by the Block Coordinator 14:00 Finish 59 Team Teaching Videos ALTs and JTEs at elementary school, junior high school, and senior high school will show a video of part of an activity in their class. After each video, there will be a short discussion. These videos are intended to present some examples of lesson materials and teaching styles as executed in an actual class. Watch the videos and think about how the class environment, the teachers’ teaching styles, and the lesson structure and content affect the lesson. 小中高等学校の ALT と JTE が授業で使ったアクティビティーをビデオで紹介します。ティームティーチングのビデオを 見ることで、授業活動と指導方法が実際にどう行われているかがわかります。ビデオを見ながら、クラスの環境・状態、 先生たちの指導方法や授業の内容などの様々な点がどう授業に影響を与えるのか、考えてみましょう。 Discussion Questions 1. What is one choice you would have made differently? Why do you think the presenters made the choice they did? 自分のやり方と違うところはありましたか。ビデオの ALT・JTE はなぜそのやり方にしたと思いますか。 2. How would you describe the ALT/JTE's teaching style? What effect does it have on the class? ALT・JTE はどのような指導方法を使っていますか。それは授業にどのように影響を与えていますか。 3. What is something you can take from the videos and apply to your own classes? ビデオで紹介された内容や方法などの中で、自分の授業に使えそうなことは何ですか。 Elementary School ALT & JTE: Jesse Robinson and Noriyuki Akiba School: Fusano Elementary School, Katsuura Grade Level and Number of Students: ES 4th Grade, 14 students Activity Skills: Listening, speaking Materials: Paper, writing utensils Objective: Listen to the ALTs instructions and draw the monster being described. The focus of the lesson is to review the face and body parts. Out of personal choice, I kept it simple by just focusing on the face and body by using simple shapes and numbers 1-10. It’s very easy to incorporate adjectives into the monster depending on the ability of the students. Summary: I started this activity around Halloween but decided to continue this activity since programs like Yokai Watch, Pokémon, and Monster Hunter are all very popular with elementary students. With the popularity of these shows, it’s a good lesson that can be used anytime of the year. After the monster is complete, give instructions for students to turn their paper over and create their own original monster(s). (Original monsters being my personal preference.) Great emphasis needs to be placed on the importance of the words “own” and “original” in order for them to be creative. Depending on the time ask students to color and name their monster. Don’t forget to provide options for monster classification (i.e. cute, scary, funny, etc.) 60 Junior High School ALT & JTE: Cameron Joe and Keiko Yano School: Nosaka Junior High School, Sosa Grade Level and Number of Students: JHS 3rd Grade, 20-30 students Activity Skills: Listening, reading, writing Materials: Worksheets, magnets, pens Objective: To practice relative pronouns and understand how they are used to describe and/or explain a situation. Summary: The JTE first reviews relative pronouns in Japanese. The ALT and the JTE present the art contest activity together using simple English and Japanese as necessary. After the students finish drawing the hints the ALT gives, the ALT collects the drawings and prepares the judging process while the JTE helps students complete a writing activity. At the end of class, students vote for their favorite drawings and the ALT gives a small prize to the winner. High School ALT & JTE: Benjamin Van Orsdol and Tamotsu Nakatsuka School: Yachimata High School Grade Level and Number of Students: SHS 3rd Grade, 20 students Activity Skills: Reading Materials: Paper, writing utensils Objective: Reading comprehension skills Summary: Discuss the American Holiday of Thanksgiving, Read a short essay about the sad history of Thanksgiving, and answer 10 comprehension questions about the story. 61 Fifth Year ALT/JTE Panel Panelists Magali Gaume Michael Smith & Takuya Ishibashi Zachary Price Matsudo Kokusai High School Tako JHS Kujukuri BOE Questions 1) Why did you choose to become an ALT or JTE? なぜ ALT・JTE になろうと思いましたか。 2) What was the most surprising or unexpected thing you experienced as an ALT or JTE? ALT・JTE として一番びっくりしたことや、意外だったことは何ですか。 3) What is your best memory as an ALT or JTE? ALT・JTE としての一番いい思い出は何ですか。 4) What is one of your JTE's/ALT's strengths, or a strength of a teacher you admire? 一緒に教えている先生（ALT・JTE、その他）のすごいなと思うところはどこですか。 5) How do you communicate and work together? ALT・JTE 間でどのようにやりとりをし、協力していますか。 6) How do you stay motivated and inspired year after year? どうやって毎年モチベーションを維持していますか。 7) What is something you will miss about Japan? For JTEs or ALTs staying in Japan: What is something you like about Japan? 帰国後はどんなもの・ことが恋しくなると思いますか。 JTE または帰国しない ALT 向けの質問：日本の好きなところは何ですか。 8) What is something you WON’T miss about Japan? For JTEs or ALTs staying in Japan: What is something you wish you could change about Japan? 帰国後、なくても寂しくならない日本のもの・ことは何ですか。 JTE または帰国しない ALT 向けの質問：日本の変えたいところは何ですか。 9) What advice do you have for ALTs and JTEs about how to have a good working relationship? スムーズな人間関係を築くためのアドバイスをお願いします。 Pechakucha Presentation Each ALT will present a “pechakucha” format presentation about their time as an ALT in Chiba. A “pechakucha” presentation is a photo slideshow with a time limit for each slide. ALT が日本での ALT としての経験を「ぺちゃくちゃ」というプレゼンテーションにして発表します。「ぺちゃくちゃ」は、写 真のスライドショーです。 62 January 14 Time Topic 9:30-9:50 Reception (Media Education Branch 3F) 10:00-10:50 Opening Activity: Leslie Kato (Room C301), Rebecca O’Neil (Room A701) 11:00-12:15 Poster Presentations Room C301 Room C311 Gisela Lascaris & Junko Kawakami (JHS, Kelly Colee & Norihisa Suzuki (JHS, Isumi) 5 Minamiboso) 9 Minamiboso) 13 Jenna Wu & Namiko Shiohata (JHS, Matthew Moser & Akiko Shimizu (JHS, Kristen Roth & Emiko Nishigori (SHS, Chiba Kamagaya) 6 Katsuura) 10 City) 14 Terrique Goldson & Naoko Takahashi Leilani Gobaleza & Yoshiaki Koshikawa Sosa) 3 (SHS, Mobara) 7 (JHS, Sosa) 11 Elise Michalik & Keita Goto (JHS, Mary Johnson & Katsuhiro Uchida (SHS, Ezra Salzman-Gubbay & Kazuyo Yoshida Kamagaya) 4 Narita) 8 (JHS, Oamishirasato) 12 Victor Pope & Michiyo Yamaguchi (JHS, 11:20-11:35 Minamiboso) 2 11:40-11:55 Christopher Chong & Aya Sakano (JHS, ② 12:00-12:15 12:15-13:15 Lunch 13:15-14:00 Workshops Room C301 ① 13:15-14:00 ② 14:10-14:55 Room C412 Vong Lor & Natsumi Motoyoshi (JHS, 11:00-11:15 Kei McIlraith (ES, Kamagaya) 1 ① Room C411 A) Finding Globalization in Japan Room C311 B) A Brief How-To Guide of English Conversation Classes Patrick Grimes & David Klug Mackenzie McMillan A) Finding Globalization in Japan E) Eikaiwa: Teaching People Patrick Grimes & David Klug Who Are Probably Smarter Than You *same content Joseph Marks Amber Hermanson & Reina Akaya (JHS, Choshi) 15 Chelsea Nagy & Tetsuya Iba (JHS, Asahi) 16 Room C411 Room C412 C) Technologically Enhance D) Work/Life Balance Kenneth Hendricks Nachuwm Hernandez F) Linguistics 101: It’s Tongues of Fun! G) Team Teaching: Communication and Rachel Wang Lesson Planning Jeffrey Henry 15:05-16:05 JTEs: Guest Speaker Noriyuki Kataoka (Room C301) ALTs: Guest Speaker Leslie James (Room A701) 16:05-16:15 Closing Closing January 15 Time Topic Place 9:30-9:50 Reception in front of AV Hall 10:00-11:00 Keynote Speaker: Dr. Chris Hale AV Hall 11:10-12:00 Keynote Q&A and Group Discussion AV Hall 12:00-13:00 Lunch JTEs ALTs: Block Meetings Block(s) Room Coordinator 1, 2 & 4 C301 Rochelle Zheng 3 C302 Alexander Foxcroft-Knop 5 C303 Laurence Hind 6 C311 Kate Johnson 7 C401 Jesse Robinson 8 C402 Megan Reasor 13:00-14:00 Guest Speaker: Majid Riaz and Sohei Tanita Team Teaching Videos Jesse Robinson (& Noriyuki Akiba) (Katsuura BOE) 14:10-15:00 AV Hall Cameron Joe & Keiko Yano (Sosa BOE) Benjamin Van Orsdol & Tamotsu Nakatsuka (Yachimata SHS) Fifth Year ALT/JTE Panel 15:10-16:00 Magali Gaume (Matsudo Kokusai SHS) AV Hall Michael Smith & Takuya Ishibashi (Tako JHS) Zachary Price (Kujukuri BOE) 16:00-16:15 Closing
