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Strategies for Teaching and Planning at JHS

Strategies for Teaching and Planning at JHS. Iain Clark, January 2011. Objectives. The ‘Perfect’ ALT Role(s) of the ALT in the JHS classroom Scenario 1: Staging a lesson Scenario 2: New words Scenario 3: Activity brainstorming Strategies for rapport Resources / Reading.

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Strategies for Teaching and Planning at JHS

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  1. Strategies for Teaching and Planning at JHS Iain Clark, January 2011

  2. Objectives • The ‘Perfect’ ALT • Role(s) of the ALT in the JHS classroom • Scenario 1: Staging a lesson • Scenario 2: New words • Scenario 3: Activity brainstorming • Strategies for rapport • Resources / Reading

  3. The ‘Perfect’ ALT should… • be mentally and physically healthy and able to adapt to living in Japan. • have excellent pronunciation, rhythm, intonation and voice projection skills. • have good writing skills and knowledge of grammar usage. • be interestedin the Japanese education system and particularlyin the Japanese way of teaching foreign languages. (Ministry of Education, Science, and Culture, 2004).

  4. Roles of the ALT in the JHS English Classroom Resource Wizard ALT Extraordinaire Rabbit in the Headlights Tape recorder Preparation Teaching Responsibility

  5. Scenario 1 - Staging a lesson You arrive at your desk after the first period to a post-it note from a JTE. He is due to go on a last minute business trip after lunch and you need to teach the class in 6th period. It reads “Please teach the class page 24 and 25. Thanks”. What will your lesson look like?

  6. Staging the English lesson: • What are you going to teach? • How are you going to teach it? • How will you time and stage the lesson? • Staging the English lesson: • What are you going to teach? • How are you going to teach it? • How will you time and stage the lesson?

  7. Staging an English lesson • Review / Lead-in – captures interest/motivates. • Controlled Practice - focus on language items (e.g. items of vocabulary and/or new grammatical items). • Set-up the activity – clarify and demonstrate the activity. • Main activity – run activity (or first step). • Step-up time – to re-clarify/praise success. Continue activity. • Freer practice – students use the new language/vocabulary. • Evaluation / Feedback– check understanding of the students.

  8. Scenario 2 – New Words A different JTE tells you that you will be doing the new words in today’s class. You want to try and vary the method in which you present the vocabulary today. What different ways can you think of introducing the new vocabulary to the class?

  9. Making your ‘tape recorder’ more interesting • Make the drills more inventive and/or vary the kind of drills. Taken from Scrivener

  10. Scenario 3 – Activity brainstorm Yet another JTE (3rd Grade) comes to you at the end of a long day and asks for your advice with the planning of a lesson’s main activity. “Do you have any ideas for page 58?” is all that he gives you. What can you come up with?

  11. Different kinds of activity: Which language to focus on? How long will the activity be? What kind of activity?

  12. +/- of New Horizon • Looking at a page in the textbook and trying to visualise different activities (often at short notice). • Things to remember… • Kind of activity – sound/word/sentence level • Management of the activity– groupings, timing, roles… • You are not a magician!

  13. Example of +/- from New Horizon 3 (Unit 6 – 20th Century Greats, p58) • Sound level: • th – this/that/the/these • r– write/report • ough - bought This is a book I bought in the United States • Sentence level: • ‘What am I’? quiz. • Picture elicitations of other famous people. • Board game. • Concentration game. • Running dictation. • A/B interview game. • “Walkabout talkabout”. • Cut-up/re-arrange sentences. • Word level: • New word practice. • Vocabulary of famous people (matching game). • Gap fill activity. • Code breaker activity.

  14. Strategies for rapport • Keep making/preparing resources (make a ‘bank’). • Brainstorm ideas about upcoming units. • Be proactive – go to the JTE with your ideas. • Be forward thinking – be ready for the worse case scenario. • Praise JTEs when lessons go well. • Print out any activities you see that are relevant/useful. • Follow-up JTEs’ questions with some internet research. • Make use of transitional times. DON’T TAKE IT PERSONALLY!

  15. Resources Activity ideas Grammar reference http://eslgold.com/ http://grammar.ccc.commnet.edu/grammar/index2.htm http://www.english-at-home.com/grammar/ http://www.davidappleyard.com/english/jgrammar.htm • http://bogglesworldesl.com • www.jhsenglipediaproject.com/ Englipedia • http://englipedia.informe.comEnglipedia Forum • http://www.mes-english.com/ Flashcards • http://www.esl-galaxy.com Board game templates

  16. Recommended Reading Learning Teaching Jim Scrivener ISBN-10: 1405013990 ISBN-13: 978-1405013994 An A-Z of English Grammar & Usage Geoffrey Leech et al. ISBN 0-582-40574-2

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