lesson database
Lesson Title | Author | Contributors | Population | Skills Focus (I) | Skills Focus (I) NOTES | Skills Focus (II) | Language Focus (Primary) | Language Focus (Secondary) | Language Focus NOTES | Theme | Preparation | Materials Uploaded | Materials Online | 01 Action | 01 Complete Condition | 01 Notes | 02 Action | 02 Complete Condition | 02 Notes | 03 Action | 03 Complete Condition | 03 Notes | 04 Action | 04 Complete Condition | 04 Notes | 05 Action | 05 Complete Condition | 05 Notes | 06 Action | 06 Complete Condition | 06 Notes | 07 Action | 07 Complete Condition | 07 Notes | 08 Action | 08 Complete Condition | 08 Notes | 09 Action | 09 Complete Condition | 09 Notes | 10 Action | 10 Complete Condition | 10 Notes | Textbook Details | [Form Publisher] Doc URL | [Form Publisher] PDF URL | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 2021-05-08 | Question Practice - Are vs. Do | Rebbie Radtke | Connor Wildwood | JHS1 | Speaking, Grammar | Questions: Yes or No questions | Adjectives: Gradable / Non-gradable adjectives | Are vs. Do questions | Flashcards with questions, and yes/no answer cards 30 minutes to prepare cards | model sample are and do questions | students can make are and do questions | write questions on the board and have students repeat the questions then write questions without are or do and have students decide which is correct | teach appropriate answer for are or do questions | students can answer questions based on reality | write answers on the board have students answer each type of questions correctly | random questions - funny questions - have students answer based on the card they draw | students are able to ask and answer questions correctly | use some funny questions like "do you live on earth" and have students answer based on if they pulled a yes or no card | https://docs.google.com/document/d/1XNPOdCG8Bsfb5gS4SoPta3-SuN4EuxL8pqFA_Wb9uk8/edit?usp=drivesdk | https://drive.google.com/file/d/1eDN0VyksiSbNll0K0AFzlA2zk1I8gaq8/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2021-05-08 | Question Answer | Michelle, lily | JHS1, JHS2, JHS3 | Listening, Speaking, Grammar | Questions and short answers | Word prompts. Get up. Study English, Do my homework - word prompts card | Getting the S to make questions with the prompt cards. T can check to see what the students came up with. T can correct weird grammatical phrasing. T get S to practice the correct grammatical phrasing of the question. | To confirm that the S understand and can use the correct questions. T can pick certain rows or students to call on them to check if they can repeat the question with the prompt words using the correct phrasing | Giving S the chance (in pairs) to come up using the prompt words to an answer to the question. T can ask a question 'what time do you get up?' S can answer. T can model the correct grammatical way to answer the question. Have S repeat after the teacher | To confirm that the S understand and can use the correct grammatical way to answer. T can pick rows or individuals to answer given questions with the prompt words | Fluency- and S being able to ask and answer without T supervision | In pairs. Splitting the word cards, one students would ask questions using the word cards that they have and the other answers. the other partner would do the same with the cards that they have. Switch cards | https://docs.google.com/document/d/1lLO8hMhMvKYKL1IEp3IwJannwxuQfUA-BJkCWOKvIQg/edit?usp=drivesdk | https://drive.google.com/file/d/1OyFJLqlKzRpd_vqeNuwGRGZGipYJ9gew/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2021-05-08 | Orientation Follow-up Activity | Rebecca & Tony | JHS1 | Listening, Speaking | Question words | Verbs: Action verbs | Daily Routines | Example sentences (from previous activity) or Student's verb cards (from previous activity) | Kaiten Sushi Interview | Students can ask the question and receive an answer in the allotted time | Students are in rotating pairs, asking/answering questions during a set amount of time. Students switch roles to both ask and answer the set question before rotating to a new partner. If there are any difficulties, the teachers can pause time to practice/review a phrase before continuing to the next round. | N/A | N/A | N/A | N/A | https://docs.google.com/document/d/1247gfTjP8vSUTP0mSj6dI3JlmBSpFc5YgqkBzICD2uA/edit?usp=drivesdk | https://drive.google.com/file/d/1BJ8UMaIulsBWdwQJfbFXRV2yBLnM5Tm-/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2021-05-07 | Pronoun Practice | Jason Packman | Kikumi Shiga | JHS1 | Listening, Speaking | Questions: WH questions | OTHER | pronouns | Flashcards to show students and flashcards that students already have. | https://www.youtube.com/watch?v=FSEiqJx8L14& | Beginning the class | Students can answer a few general questions | T asks S as a group three questions: What day is it today? What is the date today? How is the weather today? S answer chorally after T claps hand | Practice using pronouns this and it | Students can repeat simple conversations that use this and it from the textbook | T shows S pictures from the textbook. T prompt S to remember who is speaking. T then ask S to to recite chorally the textbook conversation. Conversation 1: Ms. Brown: What is this? Fumi: It's a word. Ms. Brown: Oh, it isn't a picture Fumi: Right. It's a kanji. Warau. It's an English word, too. It's smile. Ms. Brown: Lovely Conversation 2: Ken: I have a toy in my bag. This is the toy. It's a kendama. I play kendama everyday. I like it. Conversation 3: Emma: What do you have in your hand? Ken: I have a shamisen pick. Emma: Shamisen? Cool. Ken: Do you play shamisen? What play music do you play? Emma: I play traditional Japanese music but I don't play it well. | Practice listening to verbal phrases | Students can understand basic verbal phrases that are spoken to them | S are told take out their verbal phrase cards and neatly spread them out on their desk. T then says a verbal phrase. S pick up the card and set it aside while repeating it. Ex: get up study English do my homework take care of my dog take some pictures | Forming questions | Students can make a Wh-question | T shows the S a verbal phrase. get up. S make a simple Yes/No question from the verbal phrase. T corrects for grammar or pronunciation if necessary. T has S practice simple Yes/No question chorally and individually as necessary. Students are then asked to make a question using a wh-clause. T introduces the wh-clause "What time" with a flash card. T asks students to rephrase the question using wh-clause. After S try to make the question, T introduces the grammatically correct question S say the grammatically correct question chorally. T then asks S individually to say the grammatically correct question one time, correcting if necessary. get up --> Do you get up everyday? -- What time do you get up everyday? do my homework --> Do you do your homework everyday -- What time do you do your homework everyday? | New Crown 1 | https://docs.google.com/document/d/1162pBRXc16UlnqF_SNjHxOqg_i7yNj_MeU1h7dqm9SA/edit?usp=drivesdk | https://drive.google.com/file/d/1X7DHnNtClPp7UOs0DG0EDJR-Fr983veJ/view?usp=drivesdk | ||||||||||||||||||||||||
| 2021-04-12 | Numbers | Jason Packman | JHS1 | Listening, Speaking | Practice Numbers | Numbers: Cardinal numbers | Nouns | bingo cards | Practice Numbers | Students can recognize numbers 1 to 50 | Teacher writes the number 1 on the board, elicits "one", followed by 2, 3, etc. (If students can say it before writing on the board, then keep writing as the students say it. At 10, stop, point to the number, have ALL the students say it aloud. Then, point or call to one student, and have him or her say the number, then the person behind them say the next number, etc. Repeat for 11 to 20, 21-30, 31-40, 41-50 | Students say numbers 1 to 50 | Students can say numbers 1 to 50 | Have students stand up. Tell students to say a number that is on the board and then they can sit down. Have a teacher model it if students don't understand. Then go. (can have two teachers do it if necessary. | Play bingo | Students can listen to numbers and then understand | Pass out a blank piece of paper, have students fold it into 12 or 16 spaces. Tell them to put numbers from 1-50 in them to play bingo. While they are doing that, write the numbers on the board again. Tell students they need 2 or 3 bingo lines to win. Teachers then call out a few numbers. Erase the number after saying it. After students get the hang of it, ask students if any of them want to say the next number. Once student gets a bingo, students can come to a teacher for a stamp or signature or something. Play again if students are interested | Bingo 1-100 | Students can play bingo from 1-100 | If there is time, use the premade bingo cards to play 1-100 bingo. | Number guessing game | Students can guess numbers 1 to 50 | Write down a number. Students guess. Teacher says higher or lower. Students who get the correct number come to the front, choose a number, and play again. | https://docs.google.com/document/d/1-tFv_Ew99djwQ2acd89VJA3e3hmFKGYmUhArl-8bpGo/edit?usp=drivesdk | https://drive.google.com/file/d/1NVKo5cYzBgQYJ4LUP6ZICCpgGW6g6SWz/view?usp=drivesdk | ||||||||||||||||||||||||
| 2021-01-29 | JHS2 Making Appointments 2021 | J Willett | JHS2 | Listening, Speaking | OTHER | Telephone English | Print out the information gap Making Appointments activity (1 set per group of 4) | https://drive.google.com/open?id=10fZGsTzQxICNLKYbSqje-y5N_-N-i6bk_fG536CuUXk | Greet class | Sts understand that this is the test topic and are ready to learn/have textbooks ready | Encourage notetaking | Go over the conversation on pg 147 with the JTE | Sts understand the contents, key phrases and have made notes | JTE covers the red boxes 1 and 2 of important grammar reminders | Ss have reviewed necessary grammar briefly | Activity + pg 147 | S have completed the speaking practice activity in pairs | Feed back as a group and get a few pairs to share | Information gap activity (this may be moved to the next lesson if there is insufficient time remaining, it should take about 20m) | Use the Making Appointments sheets in groups of 4. One student calls to make appointments with the other 3, who are working at the doctors, dentist and hair salon. | There's only one solution, but the doctor's appointment can go either in 1:30 Monday or 11:30 Thursday, however as the dentist can ONLY do 1:30 Monday, this means students have to practice calling to move an appointment/ cancellation dialogue. Solution: Dentist 1:30 Monday Doctor 11:30 Thursday Haircut 2:30 Thursday | New Treasure 2 pg 147 | https://docs.google.com/document/d/18-NBw4RaNJbkRwLXvbu0KUxt4UH_LolrDFsNcG-bxfw/edit?usp=drivesdk | https://drive.google.com/file/d/1X5UP86mv9KL-BEOQaqzPK_XBma1_C3RO/view?usp=drivesdk | |||||||||||||||||||||||||
| 2020-12-03 | SHS3 Final lesson: reviewing key techniques and goal setting | J Willett | SHS3 | Writing | OTHER | Ask students to bring all previous worksheets to class, SMART targets (1/student) | https://drive.google.com/open?id=12neNCrHXN4gM2lTvQ_tcsHci8N2JZzjZDQ7BvsXZ81M | Greet the class | S have settled and are ready to learn | Go over essay formatting with the class | S have reviewed key concepts from the first term | Thesis: Claim and reasons Ask students to share some ideas for the following titles and to make a thesis: •1. Should homework be banned in the school vacations? •2. How does littering affect the environment? •3. What would your ideal university be like? •4. Which discipline practices commonly used in Japanese schools are effective? •5. Is social media a more positive or more negative influence on young people? | Go over REE system | S have reviewed key concepts from the first term | Reason, example, explain Use the 'How to use the REE System' worksheet from semester 1 | Conclusions | Ss have reviewed conclusion techniques previously taught | Use the 'Tips for writing a good, short conclusion' worksheet. Go over the 2 taught techniques- 1) Some people might say ~, but ~. 2) If ~, then ~ will happen. | Study goals and planning | S have identified which problems in the ISP to do over the break and set some goals | Students look through the Independent Study Pack and identify which problems they should practice before their exams. They should also set some realistic goals about improving their writing speed. Students should set SMART targets using the worksheet. Make sure their targets for their study going forwards are: Specific – state exactly what will need to be done Measurable – clear what success will look like Accepted – decided on by all participants in the process Realistic – know it is practical – steps can be taken to do it Time bound – state when it will be achieved e.g. S I will increase my writing speed on essay questions M I will do an average of 20 minutes writing, three times a week A My speed is 8 words a minute and so I will aim for 10 words per minute R I can do it by regularly practicing and getting used to planning as I write T I will achieve it by the end of January | https://docs.google.com/document/d/12thYklkGLlkOF9VNLs86kvJG_SqlRtu3KbwsvI1vOSo/edit?usp=drivesdk | https://drive.google.com/file/d/1VnQwJz7WNnr5t52oXSutbf6788pxguYd/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2020-12-03 | JHS2 Present Perfect Jan 2021- Lesson 1 | J Willett | JHS2 | Listening, Speaking | Present perfect simple tense | Board games (1 per pair), dice (1 per pair) | https://drive.google.com/open?id=1YhZ_YP9h2BwhDXN2wjcMiS_QVNRw9qC9rQeyv_5RCik | Greet class | Students have warmed up with a conversation | Speak with the JTE about the winter break and ask a few have you ever questions. Ask a couple of students about their vacation experiences and some have you ever questions. | Go over the key grammar | Students have checked the grammar and practiced | page 89 New Treasure 2 | Speak and check page 88 | Students have practiced conversation | Students complete the speak & check in pairs, then feedback as a whole class. Correct any common errors. | Students consolidate learning through a game | Students play the have you ever board game in pairs | One dice and one board game per pair. Students can use their textbooks and the verb list in the back pages to check the past participles if they struggle to understand any. They should answer "Yes, I have", or "No, I haven't" (not just yes/no). | New Treasure stage 2 | https://docs.google.com/document/d/1LCouKxuReOFA7nggD9-rcZn7ukH4DP-h0pjUzD0XcHg/edit?usp=drivesdk | https://drive.google.com/file/d/1i8oj_hvlFqtv-jZSDDOxem9Fa9Y3F1-P/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2020-12-03 | JHS2 Present Perfect Jan 2021- Lesson 3 OPTIONAL | J Willett | JHS2 | Listening, Speaking | Past perfect simple tense | Connect 4 sheets (1 per pair, plus some spares) | https://drive.google.com/open?id=18mvTPe5mF-3juApxFKzBDkopMrCd9BYwYJIh3EdfTIg | Greet Class | S have warmed up | This time use some more complex questions: How often have you...? Who do you think has...? Who do you think has never...? Have you already...? Have you ... yet? How many times have you ...? | Speak & check page 86 | Ss have practiced speaking in pairs | Ss play connect 4 in pairs to further practice | Ss have played the game and practiced | Make sure students read the squares on the game board and answer in full sentences. | If time: Criss cross | Play have you ever criss cross if time | New Treasure 2 | https://docs.google.com/document/d/1YICDnnb6BK0YqRAESEl3UX6TDeJwV6Pjf0uuvDTbdEw/edit?usp=drivesdk | https://drive.google.com/file/d/1NAjKGdKZm_wq6ikV2fbaU-0UrRpE4hvZ/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-12-03 | JHS2 Present Perfect Jan 2021- Lesson 2 | J Willett | JHS2 | Listening, Speaking | Present perfect simple tense | Present Perfect bingo | https://drive.google.com/open?id=1Fz8g54BbfU7t9K4cGdj9KaA8Iu-5pu_FSCK0xzq6TFg | Greet Class | S have warmed up | Remind S of last week's lesson and ask a few have you ever questions to the class. | Review the grammar from the textbook page 89 | S have reviewed grammar from last week | Play bingo as a class | S have consolidated their learning and made many original sentences | Bingo game: Ss write the name of 16 classmates in the grid under the verbs. Students ask a question to a classmate in turns (without moving places). E.g. Taro, have you ever been to Kyoto? If the student has done the activity in question they can cross off the bingo square, if not then they leave it unmarked. When they ask a question, they can ask a student who has previously been asked another question related to the same verb, or can ask a different one. Students are asked to get 1 or 2 bingo lines, depending how much time you have for the game. | If extra time: Play criss cross using have you ever questions | Ss have further practiced the present perfect | New Treasure Stage 2 | https://docs.google.com/document/d/14P22G7kuI3-WkCt1f8X5qoZJG49k-8CbCf432D3kmXk/edit?usp=drivesdk | https://drive.google.com/file/d/1waa2eGxtct8SGaSTfW4TNdsboOPjnfyF/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-11-17 | Jobs | Jason Packman | Brandon Lindstay | JHS1 | Listening, Speaking, Pronunciation | Nouns | Verbs: Action verbs | Prepare previous weeks worksheet for students who had theirs thrown away | https://docs.google.com/document/d/1e7up9TSwKQ15B9JCrXYwb5I-e0hSYoX5KASgLVq79dI/edit | Jeopardy Game | Students can respond with the name of an occupation after hearing its sentence | Split class into 3 teams. Ask students questions based on the occupations worksheet. "Who chases bad guys" Team which answers quickest gets the point. | Pictionary | Students can make a sentence about what people in an occupation do | Keep the same teams. T draws a picture. Students need to answer "FIsherman catch fish" or "Teachers teach students" | Bingo | Students can make questions asking about a job | Students make a bingo sheet. Students are assigned a job. Go one by one around the room, S1 says to Sx, "Hi x, do you help patients?" If Sx says "Yes I do" S with Nurse circle Nurse. Play at least one time around the room. | https://docs.google.com/document/d/1eTGRaqb0qPAuehjuC7-dsknlD_Vl_Cxu51rqXf2m4Ks/edit?usp=drivesdk | https://drive.google.com/file/d/1xc_B0-eemHrtJLK5zXf7dJYGzxcFcfM7/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-11-12 | SHS3 letter writing and articles 2020-21 | J Willett | SHS3 | Writing | OTHER | Answering creative writing problems requiring imagination to generate a response for university entrance exams | Print letter writing guidance sheets, article guidance sheets, warm up letter writing, cat saves baby and man bites dog articles, | https://drive.google.com/open?id=1cVnvWgf0CnCBTamK3aMX6m6wDg93QxjDvv-7lSirNJc, https://drive.google.com/open?id=1k_Fegn_hZFh5HnMoBiVDp17BSdnQnvxfqNBBZcIpvg8 | Greet class and do homework admin | Students get feedback on their homework, fill out feedback about this homework and submit last lesson's homework. | Remind S that they should be doing a page or more of A4 for HW each time, using a timer and exam conditions. Checking the checklist on pg1 of Independent Study Pack against their uni's tests in the akahon is ESSENTIAL | S are given the warm up problem to write to grandfather Marley re: his inheritance | S have written a letter | Teach a little about letter writing | Emphasise the imprtance of format in letter writing and emails | Use the answering creative problems sheets, hand out the letter and email guidance for students to refer to at home should their uni do those kinds of problems. | S look at an example article and learn how to write a simple article response | Highlight the importance of *just getting started* in a timed exam, picking an idea and sticking with it. Keep it simple, with a clear beginning, middle and end. Consider the triangle of which information should make up the bulk of an answer, think about time, word and audience limitations. Show the example of the news report about a cat saving a baby's life and how that was planned. | S group with their individual teacher and work on their responses for the Man bites dog article | First get S to read the headline, they should then write their three step plan (on their Answering Creative Problems sheet), and then their 100-120 word answer. Share answers and feedback as time allows. | https://docs.google.com/document/d/13y_loPQlzqjzfIlPcBG0q7wverTPH5TOXJ8VpbOcLog/edit?usp=drivesdk | https://drive.google.com/file/d/1-uTOfreSbYQ-4EBsckMrvHFq_3HGOHLZ/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2020-11-12 | SHS3 Dialogues and Picture problems 2020 | J Willett | SHS3 | Writing | OTHER | How to write a good dialogue/picture problem guidance and example problems | https://drive.google.com/open?id=1nTChJnvzjabJv9HHsWZVa0WgK2i3gC5nSXUxKDtT1_0 | Greet class | Students are focused and have handed in HW | Sts take a few minutes to complete HW feedback and hand in HW | Hand out worksheets and teach how to write a dialogue problem | Sts have tried one or two dialogue problems (time allowing) | teach how to write a picture problem, go over model answers and common errors, link to past lesson and story arc idea from summary lesson. | Sts have tried one or two picture problems (time allowing) | Set HW | Sts have chosen an assignment for the week | Those who are going to a uni with dialogue and/or picture problems (Waseda and any others) should pick up a picture problem from the relevant section in the ISP. Others should attempt a relevant long problem, or 3 short problems from the ISP. | https://docs.google.com/document/d/1EMMxJoGA6kfFEG8muFextbdbhAG5sbOO_GYzXX_1Y80/edit?usp=drivesdk | https://drive.google.com/file/d/1K-cPlKQDjptSX5c5wjcTl-v2astYbxfV/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-11-10 | Jobs listening | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking | Nouns | Verbs: Action verbs | Jobs | Print enough worksheets for each student | https://docs.google.com/document/d/1e7up9TSwKQ15B9JCrXYwb5I-e0hSYoX5KASgLVq79dI/edit, https://en.wikipedia.org/wiki/Ultimate_tic-tac-toe | Listening | Ss can understand spoken sentences defining jobs. | * Hand out papers to each S. * Ss draw lines connecting the subject and predicate as read by the T. * Check/elicit answers. | Ultimate tic tac toe | Ss have practice describing jobs. | * Play ultimate tic tac toe. * At the start of each player's turn, have them speak a sentence describing a job. | None | None | * Our class is only 40 minutes. Use another activity or extend ultimate tic tac toe for longer lessons. | https://docs.google.com/document/d/1o4tuAVv85TwlXGUCznFekQK8KmEuXYF3t-bI_XTK2mE/edit?usp=drivesdk | https://drive.google.com/file/d/1y12bcQ6DZ2ISwVkA-Ic_sD49KEXiI5d7/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2020-10-30 | JHS2 Term 2020-21 Directions lessons 1 & 2 | J Willett | JHS2 | Listening, Speaking | OTHER | Directions | Maps for each student (A and B prints) and teacher's copies | https://drive.google.com/open?id=1xb642cOwqYpLz6v7DSLOnS8anifsS14v6nLafvQKysU | Greet Class | Students are warmed up | Ask them how to get to Shinjuku, Tokyo and Harajuku stations from Kugayama Station | Go over page 83 | Students are familiar with key terms | NB: This task is the basis for the final exam. Focus on changing trains skills, rather than street directions. | Drill the conversation twice in pairs | Students have gained some fluency | Answer any questions/fix and flag common errors | Speak and check page 83 | Students work in pairs on the mini map task | Hand out the A and B map information gap activity | Students have applied the key skills repeatedly | This should take around 20m Students make pairs and complete the information gap task using the phrases 'How can I get to ~?' and 'Change trains at ~ to the ~ line.' | If extra time: | If there's extra time at the end of the second lesson drill the conversation on page 83 again Play criss-cross or the reading race game using the map on page 83 and the map from the info gap activity (you can use the smaller stations) | New Treasure Stage 2 page 83 | https://docs.google.com/document/d/1rZoD4Uo90kfNmzsPmKSzrUMx9qRZiBDbFFZWC9w6Smw/edit?usp=drivesdk | https://drive.google.com/file/d/1OMiLX8coo1n-0wXf6nYMOFhSDoTzBxOO/view?usp=drivesdk | ||||||||||||||||||||||
| 2020-10-29 | Jobs | Jason Packman | Brandon Lindsay | JHS1 | Listening, Speaking, Writing | Nouns | Verbs: Action verbs | Print out materials, blank paper, students need dictionary | https://docs.google.com/document/d/1seJQXpV8U7w0ZIUMs_7y0y0BdvqLAJ0AyFKl-R3Bgcs/edit?usp=sharing | Listening Review | Students can match the name of a monster and what they do after listening | T passes out paper, says a sentence, S draw a line, everyone checks | Elicit Jobs | Students can write down in English some jobs they are interested in | T gives one piece of paper to each row. Students use their dictionaries to write a job on the paper. They then pass the paper back to the next person in the row. Continue process until finished. Teacher then checks to see what they wrote down and then awards a team the championship | Pictionary | Students can say what a job is based on a picture drawn by their classmate | Crisscross | Students can answer what a job is based on an oral description | https://docs.google.com/document/d/1NO9FF8CxY58bd0Mymq_-Y9HDY95X4K8YiEaPXHfodfE/edit?usp=drivesdk | https://drive.google.com/file/d/1bK0V5HL1cxkZ4ZSj2sYUbD5vPGt9r2sR/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2020-10-23 | SHS3 Term 2 2020 Lesson 5: Creative writing i- stories | J Willett | SHS3 | Writing | OTHER | Donkey short writing problem, Copies of Toy Story worksheet and plot development worksheets, 1 per s | https://drive.google.com/open?id=1T9X6AHk26v7ewSCIUWDIsZmcDcW222CR2SSVA1dZTRA, https://drive.google.com/open?id=1FodLPIbwCPshRf6vDB0lqmRTGLZWPWI0f3W5AzIELhE, https://drive.google.com/open?id=1JZPLyDW0NHtscDcPCB8-4TywrN5S91ocK3qCh9MSucs | Greet class | Admin is compete | Greet class. Get students to hand in HW and feedback, give back past homework. | Distribute warm up activities, inform students that they will do the task in timed test conditions. | The time limit has expired. | DONKEY PICTURE PROBLEM. S write 3 sentences only (5m) | Go over the story writing tecniques | S understand a plot arc and how to use one to make a good story | Hand out 'How to create an interesting story' paper and go over the main points: Explain story arc, beginning, middle, end. Why is the story IMPORTANT? MOVING? | Go over 'Plan Your Story' page | S fill in with just a couple of words for each part. | make sure students stay focused and finish their stories | Talk about language choice and why it is key | S understand how to use lively adjectives to improve their stories | Now you’ve got a great story, let’s dress it up!' sheet & Adjectives handouts (these are for use at home) | S make a second attempt at the donkey problem | S have improved their writing to be more focused and descriptive | Set HW | S understand HW | HW: look at the Red Book for your uni and see if you will have to answer creative problems. If so, what kinds? Find some similar ones in the ISP and do 3 short or one long answer. | https://docs.google.com/document/d/1NIr6S11XU5mvPzw298iw8W58LiTXfQUwaJYLv73YGn8/edit?usp=drivesdk | https://drive.google.com/file/d/1dozXGmMUZc6j_Xjmvf28S4hay-ouwydc/view?usp=drivesdk | ||||||||||||||||||||
| 2020-10-23 | SHS3 Term 2 2020 Lesson 4: Summaries | J Willett | SHS3 | Writing | OTHER | handouts on summaries and model answers, short composition problem | https://drive.google.com/open?id=1vtw5zuOUAcHVPaEiIGK-f5PffcU2rMdEX_2LCFzad_I | Greet class | Admin is complete | Greet class. Get students to hand in HW and feedback, give back past homework. | Distribute warm up activities, inform students that they will do the task in timed test conditions. | STudents summarize the passage about bees and pollination. The time limit has expired. | Teach summary technique | Using the worksheet, go over main concepts and model answer about polination | Students apply their skills on the Northern Lights problem | Students have completed a timed application exercise | If time, ask students to choose homework from ISP, hand out sheets to Gaidai students on summaries, share student responses about the Northern Lights passage | https://docs.google.com/document/d/1No5dtvcHUxVDc-5qTsM4bHLaVhVArKH776OsVrFNbwc/edit?usp=drivesdk | https://drive.google.com/file/d/1wmaVQ78Fkb0FlG8ywc-lzNspUTfTluB8/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-10-20 | Numbers for Hayato | Peter | JHS1, JHS2 | Listening, Speaking, Pronunciation | We are doing "Numbers" -- which can mean lots of things, and in the case of this particular lesson, will. Because I don't know the kids, I am going to think in terms of episodic activities, planned in order of priority so that it will be easier to expand or shrink the lesson to fit. | Numbers: Cardinal numbers | Numbers: Ordinal numbers | Bring Let's Go Cards Relating to Numbers | Drill by Tossing a Fluffy Ball | I have Warmed up the class, gauged their responsiveness and gauged their proficiency. I might consider stretching the activity if there is good engagement. | Tossing a fluffy ball. Start with ABC then 123 then Monday, tuesday wednesday. January February March 1st, 2nd, 3rd. | Flash Cards for Cardinal numbers | I have found a common set of ZPD content relating to Cardinals and exploited it as fully as possible given motivation, engagement, and class chemistry. | As with the rest of the lesson, being that i do not know the kids, I will need to devise a layered set of activity options that makes it easy for me to scale up or down in difficulty. Basically, we start very lexically focused, it can even be phonics focused if need be. That might build toward very simple prompt-response drills. I might also try some dictation. It depends on what the kids are responding to. I might not actually get there, but a reasonable target would probably be a model conversation (which I will have to improvise based upon the levels that I am seeing). Once the model conversation has been practiced, progress to a level where the kids are substituting different content into the model conversation. | Money. | When the student's interest is peaked. (don't let it progress to the point where it riisks | Use a set of cards with prices on them to practice asking each other about prices. | Practice Saying and Writing Dates | The students are at peak enagement. | If something else is really engaging the kids, feel free to slide on past this activity. | Ordinals Mostly Dates | This is designed to run up against the end of the lesson, but the point is to finish up with little, easy challenges -- like uttering a date with correct pronunciation or hearing it correctly. | After I'm comfortable that we have established a grasp of the form of talking about dates, we branch out into different ways of challenging them with dates. If the proficiency is there, I'd flesh this out into some kind of model conversation activity. | https://docs.google.com/document/d/1jc-ISs71qE0fVU9K-jAe5S4VwY4JoOzDBe4-17Yq8Hc/edit?usp=drivesdk | https://drive.google.com/file/d/1kpn9hIZMHvzU8b5LZUGRovcZb2Eork9v/view?usp=drivesdk | ||||||||||||||||||||||||
| 2020-10-09 | USA culture lesson | Brian Heilenman | Adam Strauss | JHS2, JHS3 | Listening, Speaking, Reading, Writing | Past simple tense | NONE | 10 min / device to play Youtube | https://drive.google.com/open?id=1DcTlcanODS_v0O0GVH95mNjXj5gFJ8Vo, https://drive.google.com/open?id=15ADEpQhU00kQGGYqWuaFvXMUvSgFqIMH, https://drive.google.com/open?id=1BkoPe9_Lap-QKBw3HxchsTAbBE9o3oiw | https://youtu.be/WNJq3tlDc3s?t=435 | Vocab scramble | Time or students complete | Students unscramble the words and names of USA places/people | Story of Thanksgiving | Time or students complete | Put verbs in simple past tense and practice | Learn English with Disney songs | after video is finished | Watch video and fill in the vocab words | USA cities map | Students complete | Match the cities to their place on the map | Asking questions | students complete | Ask your partner questions about America | n/a | https://docs.google.com/document/d/14gozIg9QGe3jOCx6Z2mP5LMSiHKr_4pGnU-65d_mny0/edit?usp=drivesdk | https://drive.google.com/file/d/1SsftTDmlFpWlUJTwc5Iue3Rm3MQuFRn_/view?usp=drivesdk | |||||||||||||||||||||
| 2020-10-09 | Frequency of Adverbs | Adam Strauss | Brian Heilenman | JHS1 | Listening, Speaking, Pronunciation, Reading | Adverbs of frequency | NONE | See Worksheet | https://drive.google.com/open?id=1VYDYrFtEZgr9o9nOtGCrnxjQCsBLuJtH | Review Frequency of adverbs | When finished demonstrating Frequency of Adverbs | Students ask each other "What do you do on the weekend?" Students answer according to their handout | When all questions are asked | Students ask "How often do you...?" questions. | When all questions are asked. | Lastly, students ask "What does he/she do on the weekend?" | When all questions are asked | https://docs.google.com/document/d/13u4JDeMGNwXJy7Ov5462kcU7zqFk3LVUquVUXh_SSsA/edit?usp=drivesdk | https://drive.google.com/file/d/1OoyAg7Bnf7G_AOI__vXDqnzv-SXE__zr/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-09-25 | Gerunds review (optional additional lesson for JHS2) Term 2 2020/21 | J Willett | JHS2 | Listening, Speaking | Gerunds | Gerunds game (squares), one per pair and a few spares | https://drive.google.com/open?id=1ltYxCi81oqSDpNcpS-NNgall9TLXhAD5qJj971h8tcI | Greet class | S have warmed up, answering a few qs about their free time and what they like doing | Play a game to consolidate learning and drill | S have reviewed and drilled gerunds | How to play: S make pairs, one sheet/pair on the empty desk between them. Students janken, winner goes 1st. Roll the dice. Look for a sentence you can use the key word in. Say the sentence using the key word. They can draw ONE line connecting any two dots around that sentence. If their line is the last line and forms a square, then you have captured that square and can color it in. The player with the most squares in their color wins! | If time go over the text on page 70-71, this is STRICTLY OPTIONAL | S have reviewed if time permits | New Treasure Stage 2 | https://docs.google.com/document/d/15zMwxUXw7igjdVnozDN4U84V0GmLoxw8M3W2eQVZT18/edit?usp=drivesdk | https://drive.google.com/file/d/1RcmZblvIKljVjC96VdtIlXcU2vYuVaKv/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2020-09-25 | JHS2 lesson 5 Term 2 | J Willett | JHS2 | Listening, Speaking | Gerunds | Gerund part A and B worksheets | https://drive.google.com/open?id=1IIyH3G0qbP76anTjicYjzxRMUHnOrjAW | Greet class | S have warmed up and reviewed last week's contents | Ask S about their hobbies and what they like doing | Continue with the worksheet from last week. | S have completed activity C, speaking practice | Information gap activity using gerunds, this should take about 10-15m | Speak & Check pg70 parts 1 & 2 | S have practiced speaking further | New Treasure 2, chapter 5 | https://docs.google.com/document/d/1L-1VLIk_wLM-Gh6DSIDIXGa6dY8OyIgdMRq3dRPVZnY/edit?usp=drivesdk | https://drive.google.com/file/d/1wX_-Hnf-qqHKj-2r6l1roMGJdvhrTnB_/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-09-25 | JHS2 Lesson 4 Term 2 2020/21 | J Willett | JHS2 | Listening, Speaking | Gerunds | Gerund worksheets | https://drive.google.com/open?id=1TPneBYCkpmf0nJAfXCEXUXheniK2Igff | Greet class | Class are ready to learn | Ask a few warm up questions, first using infinitives 'Do you like to read?', then gerunds 'Do you like playing soccer?'. Finally ask some students 'What do you like doing?' and see if the strongest students can answer. | Introduce the idea of gerunds | Use page 69 and go over vocab with students. | Students drill as a class and then in pairs they ask 'What's your hobby?', working through 1-8 on pg69. Check as a class. | Hand out and start the worksheet | S have gone over further vocab | Students work in A and B pairs, to complete the vocab at the top of the worksheet | S practice listening | S listen and correctly number the images with the appropriate vocab | Active Listening | S should listen to the JTE and NET read part B and try to pick up the 5 answers. | Check the results and explain the conversation if needed | New Treasure stage 2 chapter 5 | https://docs.google.com/document/d/1RZ-M0lGMtzEnWcn8Z1tJXQF-en9nOkX3frAVYLMrbk0/edit?usp=drivesdk | https://drive.google.com/file/d/1Hos7gyRGw2allZyXz-lzExEnv6en8N-2/view?usp=drivesdk | |||||||||||||||||||||||||
| 2020-09-17 | SHS3 Term 2 2020 Lesson 3- Creative writing i: Describing something/stories | J Willett | SHS3 | Writing | OTHER | XXXXXXXXXXX | Greet class | Admin is complete | Greet class. Get students to hand in HW and feedback, give back past homework. | Distribute warm up activities, inform students that they will do the task in timed test conditions. | The time limit has expired. | XXXXXXXXXXX | XXXXXXXXXXX | https://docs.google.com/document/d/1opKJPzcNaoXMwoS0Wah_LPRxz56u6hCFB4nR6Pclb6A/edit?usp=drivesdk | https://drive.google.com/file/d/1-ecfbGoXLs-fJUp_Ww7jTfDNYvqwIndN/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-09-17 | SHS3 Term 2 lesson 2: Analysing data | J Willett | SHS3 | Writing | OTHER | Print double sided handout on discussing and describing graphs, warm up composition problem, a few HW feedback sheets as needed. | https://drive.google.com/open?id=18qC8CwZDUZmQnYGsPI5YZW_DBKWlOovqSF2ltB5yfCw, https://drive.google.com/open?id=1l7gOGIu0I0gvzzQkZzVvVpNdfCv6fMGhJ3O30t2M4_Y, https://drive.google.com/open?id=1SNExCiCOCZoG70oaOZWMoOJC6nujavIF24yqXAOFGFE | Greet Class | Admin is complete | 5m Greet class. Get students to hand in HW and feedback, give back past homework. | 5m Set warm up activity, inform students that they will do the task in timed test conditions. | The time limit has expired. | Use graph on pg 42 of independent study pack Students should summarize the graph in one sentence, 5m | 15m Teach graph/data techniques to help students write effectively when answering these problem types | S understand how to make a good graph or data based answer essay | Only interpret when the question asks you to!!! -Avoid simple statements, INTERPRET rather than just describing e.g. Instead of 'There were 400 passengers at 9AM.' say 'The morning peak is likely due to commuters.' Summarize -Group data Simplify -Look for trends and simplify them -Generalise where possible e.g. Europe/Asia/ In the past/more recently. Try to create 2-3 simple categories that can be compared simply. Prioritize -Search for MAJOR similarities and differences -Where are the unusual or big contrasts? Comment on those and not on describing the smaller or less significant data. Describe -Quote some numbers Go over model answers. | S have answered the Nagoya university problem | This problem uses a table of data, but requires similar skills | 5m feedback in groups | A few good sentences are shared and highlighted. | homework distributed. Explain that the problem is linked to today's theme. | S understand how to do HW . HW has been distributed. | Pg 40 of ISP, car use in cities, 150-200 words | https://docs.google.com/document/d/113gfdNWtsLBxP-tSBxdgI_E9wldUxVsDAbR89FjyYUE/edit?usp=drivesdk | https://drive.google.com/file/d/1aZtL0LIsZofIA8FMoS06-wvW-LrZzx0l/view?usp=drivesdk | ||||||||||||||||||||||||
| 2020-09-17 | Asking for directions | Brandon | Jason Packman | JHS1 | Speaking | Nouns | Rooms in a school | Print out worksheets | https://drive.google.com/file/d/1jERO6VFA4eNMTTwZYbjvU0KABAzkfn0x/view?usp=sharing, https://drive.google.com/file/d/1IisKgEbGIQjSHS6mNC5mPiQ2CXXq2xHF/view?usp=sharing, https://drive.google.com/file/d/1F53Tlae4jCb13hTLRGr6Jn3YDQEFAp4H/view?usp=sharing, https://drive.google.com/file/d/1-wYYlH70YbnXcCMdmCrj0_RgoADeDemU/view?usp=sharing | Dictation | Ss can understand how to ask for directions and respond | * Ss listen and write down the following: A: Excuse me, I'm a new student. Where is the lunchroom? B: The lunchroom is to the left of the nurse's office. A: Where is the nurse's office? B: The nurse's office is on the first floor. A: Thanks! | Original version | Ss can create an original version and perform with the teacher | * Blank out key words and have Ss create an original version for B. * Ss memorize their lines. * One by one, Ss come up to T when they're ready and perform their lines. | Word scramble | Ss can recall vocab from previous lessons | * Hand out worksheets for Ss to finish until the class ends. | https://docs.google.com/document/d/1ktwLOmLxXp3rsj98YtkotaqTlGS56LuImLycKdzHyOU/edit?usp=drivesdk | https://drive.google.com/file/d/1Ygg6GYzTMkwcc2GL5hXEsZ37peU2m-nH/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-09-15 | JHS2 Abridged midterm prep lesson Sept/October 2020 | J WIllett | JHS2 | Listening, Speaking | Conditional 1 (first conditional) | Midterm test preparation sheets (JTE will prep) | Greet class | S have warmed up and are ready for a fast paced test prep lesson! | Pg 44/45 first conditional explanation | S understand how to make first conditional sentences and what they mean | JTE Goes over the grammar on p45 Speak & Check on p44 | Hand out test prep papers | S understand test contents and what they need to do at home | Draw attention to the first conditionals and have S write them in class, at least one or two. The remainder must be finished at home. | Drill the conversation | S have had a chance to understand and drill the speaking test conversation | New Treasure 2, pg 44-45 & 52 | https://docs.google.com/document/d/1g0IJy3tFNepZGSiYeCtAcEzIcTr9LzPBV67oQnCrcqc/edit?usp=drivesdk | https://drive.google.com/file/d/1wFVATDEtfvVYtnMN7VP7QsjQvJrGxsIL/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-09-15 | JHS 2 lesson 3 term 2 | J Willett | JHS2 | Listening, Speaking | Conditional 1 (first conditional) | Speaking Test preparation sheets (Japanese teachers will prepare) | Greet class | S are warmed up | Remind them of last lesson on advice by asking for some advice after the greeting on a few topics. I have a headache, what should I do? I lost my homework etc | Introduce test topic and model conversation | Ss understand the conversation on pg 52 | emphasis on 1st conditional sentences. | Distribute the test worksheet | Ss understand the contents of the test for the next lesson | Marking system will be as normal. | Pg 52 New Treasure 2 | https://docs.google.com/document/d/15rQLzJvlvgElZ8QoqCMk-kClIxDUHUetW6dlb7Z5uoI/edit?usp=drivesdk | https://drive.google.com/file/d/1As34p_1sf4SKrmxSHP7d73wHa0pjGWzK/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-09-10 | first conditionals JHS2 Lesson 2 term 2 2020/21 | J Willett | JHS2 | Listening, Speaking | Conditional 1 (first conditional) | Connect 4 game- there is a full sized game for you to use for your demo, print connect 4 worksheets, one/pair, | https://drive.google.com/open?id=1su7Pvj-ROKHnjsSuMuuFMdfsx083SVt7052dkojNBiU | Greet class | Students have warmed up | Ask a couple of students how they are, give advice using 'If A, you should B' pattern. | Model conversation | students understand when the first consitional is used | Model with JTE, students drill afterwards quickly. | Practice conversation and review grammar | students understand key grammar | Go over Point 1 on pg 45 with JTE clarrifying if needed | Speaking practice (speak & check pg 44) | Students have gained some basic mastery of the grammar | Correct mistakes as needed | Apply the first conditional and drill using game | Students have used the target language repeatedly and gained confidence and fluency. | Connect 4 game: Ss ask and answer questions playing the classic game, Connect Four. The object of the game is to get four of your color/mark in a row vertically, horizontally, or diagonally. Ss must start at the bottom of the grid and work their way up. In order to fill in a space, all of the spaces below MUST be filled. When an S wants to fill in a space, they must ask the question written in the space and their partner must answer. First to get four in a row wins. WARNING: This game is easy IF you demo it well. Really reiterate that students must work from bottom to top. I always use the analogy of playing with Legos, building something, or playing Tetris. I always break the rules a few times when I’m playing and make them yell at me. After five minutes, they will understand it. In the future when you play, they will either need no explanation or only a short reminder if you demo it correctly. | pg 44-45 New Treasure Stage 2 | https://docs.google.com/document/d/1xyzqdZPhDTqNEYtNxPxaLCsFOqBeJOcR10rSLiQoSEQ/edit?usp=drivesdk | https://drive.google.com/file/d/1xGqcqv9z3KYj1sVzgNtdtmwSjpQHxdz4/view?usp=drivesdk | ||||||||||||||||||||||||
| 2020-09-03 | Day Off Conversation | Brandon Lindsay | Jason Packman | JHS2 | Speaking | Gerunds | Infinitive structures | Day off on Thursday | None | https://docs.google.com/document/d/1SqDK-pb6qGHxt-8NHH8PolevzdXR5pg2pRJppzOiT6I/edit?usp=sharing | Dictation | Ss can listen for and understand words used in the conversation | * See conversation example in the link. T reads conversation once or twice, and Ss listen and write it in their notebooks. * Check with Ss, eliciting the conversation and writing it on the board. | Original version | Ss can substitute their own ideas into the conversation | * Erase keywords of the conversation to create spaces for the Ss to write their own activities and places. * T explains that Ss will perform conversation with the T. Ss then practice and memorize their half of the conversation. | Performance | Ss can remember how to use the language | * One by one, Ss come up and perform the presentation with the T. | Game | Ss get more practice using the language. | * Human tetris, criss cross, ultimate tic tac toe. | https://docs.google.com/document/d/1QG48MnKyUXnZPkhtL381k0kMIFQHhQUs7I_M5Le9Dmg/edit?usp=drivesdk | https://drive.google.com/file/d/1mG-XAki6CE071JiQBqwy3M5dsyRg-MP0/view?usp=drivesdk | |||||||||||||||||||||||||
| 2020-09-02 | test | test | test | JHS1 | None | test | test | Adverbs of frequency | Adverbs | test | test | test | test | test | test | test | test | test | test | test | test | test | test | https://docs.google.com/document/d/1gRHFHRoNwAFrSCWw4HMNK6TKCNlWk7sIJOyhrT6sQ4s/edit?usp=drivesdk | https://drive.google.com/file/d/19ccweQAauhaqplzFiHN9vpBmgid9Xjj6/view?usp=drivesdk | ||||||||||||||||||||||||
| 2020-08-27 | Comparatives | Brandon Lindsay | Jason Packman | JHS1, JHS2, JHS3 | Listening, Speaking, Writing, Grammar | Comparison (comparative and superlative) | travel | print out worksheets (10 or so minutes) | https://docs.google.com/document/d/1pkflJAO-wBY7r8j33k7aeIa1YJ6FpuyTWQOsQIjkq0I/edit?usp=sharing, https://en.wikipedia.org/wiki/Ultimate_tic-tac-toe | Teach new vocabulary | Students can understand new vocab related to location | Write the following words on the board and elicit some examples. (city) (mountain) (lake) (river) (shrine) (temple) (tower) (station) (train) (vehicle) (amusement park) prefecture bigger smaller farther closer taller shorter older newer faster slower | Worksheet | Students can correctly complete a comparative sentence and make a question | pass out worksheet, students fill in the answers, teachers check to see if students correctly understood the meaning * Show how to make a comparative question using the vocab. | Ultimate Tic Tac Toe | Students are comfortable asking and answering comparative questions | * Read this article: https://en.wikipedia.org/wiki/Ultimate_tic-tac-toe * Make two teams. One person from one team thinks of a question. One person from the other team answers. The questioner marks a place on the tic tac toe board according to the rules. They sit down, and the previous answerer becomes the questioner. Repeat until you have a winner. | https://docs.google.com/document/d/1HR0o45UIgb_5s5It_A_ml3BfqNmnS0br8FZzbTzbKAE/edit?usp=drivesdk | https://drive.google.com/file/d/11Om4Mbu5VL2ykWmr0eZ1gTGCJREFMsTC/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-08-27 | Third Person S | Chris Bridgeman | Lawrence Tran | JHS1 | Speaking, Grammar | OTHER | Third Person S | Slide presentation, kahoot quiz | Greeting and Warm-up | Students are able to understand and participate in the activity smoothly for ten minutes. | Students will begin by practicing casual greetings in pairs before playing "Criss-Cross" for ten minutes. | Grammar Explanation | Students are able to complete a short quiz reviewing the key points of the presentation. | Kahoot Quiz | 15 questions are complete | https://docs.google.com/document/d/13Ov99j9ss6xkLq7V8o6qNOhaBvwsJl7u6oaXjDeu96U/edit?usp=drivesdk | https://drive.google.com/file/d/1to0gdo02OyZNGbPLNakfuexj9aR7-rC3/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2020-08-27 | JHS Directions | Chris Bridgeman | Lawrence Tran | JHS2, JHS3 | Listening, Speaking | Prepositions of place | Slides presentation, map printouts, magnetic arrow | Casual English | All students complete the target dialogue. | Students will practice a short dialogue in pairs: "What's up?" | Explanation of Giving Directions | Students complete a short quiz covering vocabulary used in giving directions. | The target vocabulary and phrases will be introduced to students via a slides presentation. | Listening and Speaking | Students are able to smoothly complete rounds of the activity with few mistakes. | Students will be given a map handout. Students will follow directions given by the teacher and try to guess the ending location. Following this students will try giving directions to their partners (modified "Hot Seat" rules). | https://docs.google.com/document/d/1oqcMJpbUjPV5fKbkxw6I06CXvy46U0tUjmdtBJOg5Cs/edit?usp=drivesdk | https://drive.google.com/file/d/179Gj7NYMI_Af2Tz2qzxFXpIe6TDJYmBS/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-08-24 | Have to/need to/must | Brandon Lindsay | JHS2, JHS3 | Speaking, Grammar | MUST or HAVE TO (obligation) | Print out worksheets | https://docs.google.com/document/d/13nHqXJoM9RGkE8yeZIHLu9YIeXyIQ8WU1oejo7dj6Ak/edit?usp=sharing | Rule shiritori | Ss can think of many situations where they have to do something | * T talks about a couple rules Ss are familiar with. E.g., In Japan, you have to take off your shoes in the entrance. * T introduces shiritori-like game. Class is divided into teams by column. Teams have to think of as many rules as possible and where they would have to follow it and write them in their space on the board. Since the goal is to brainstorm, shorthand answers are fine. For example, "do homework - school." Only one member from each time can write something at a time. Encourage collaboration among team members. | Worksheet | Ss can write about their own obligations | * Pass out the worksheet. Give Ss a few minutes to think of things they have to do and write them on the worksheet. They must write when and where for each sentence. * Next they will interview the person sitting next to them. Encourage them to ask when and where they have to do things. E.g. What do you have to do at school on Monday? * Ss write sentences about their partner. "He has to go to baseball practice at school on Thursday." * After a set time, have each S stand up and present two things their partner has to do. | Criss cross/human tetris | Ss can talk about their classmates obligations | * Play criss cross or human tetris. Ss stand up. Ss who make a sentence about themselves or their partners can sit down and choose which row/column/shape around them can sit down too. | https://docs.google.com/document/d/1wNEeNqoJ32CapPb4-H0S3iNJR6Kx_Yj46oLlaM8wrSw/edit?usp=drivesdk | https://drive.google.com/file/d/1RJzyq8JyrDiH_Fgka4U0hm5TBUxNAprp/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-08-13 | SHS3 comparisons 2020/21 | Jenny Willett | SHS3 | Writing | Comparison (comparative and superlative) | short problem and model answer on city Vs country life, compare and contrast short composition problem on tourism, | https://drive.google.com/open?id=16nMxHak5ZTTtVdNVdVawtP2gdwTYQTmygShKI6ScbUM, https://drive.google.com/open?id=13uWM2LP0oMmFhxksjtdrJlc0Km7ocBizqfVrN56YOak, https://drive.google.com/open?id=1a2_54GpnaUEGyJ6tfedicvMpH3eLx5aFduKCkJazkuI | Greet class, briefly explain today's theme. Distribute warm up activities, inform students that they have 6m in test conditions. | The time limit has expired. | Teach comparative techniques | Go over model answer. | S understand how to make a good comparative essay | 1) Talk about highlighting similarities & differences 2) Remind students they should still have a THESIS with a claim & reason and still have REE body paragraphs, word limit permitting. 3) Difference between verdict and open type comparative essay. Give example of verdict type: Country living is better because ... Firm conclusion Question will ask which is better, so read questions carefully! 4) Point out that model is structured by point of comparison, rather than item of comparison. Item by item structure is possible, although we suggest this model is superior as it intertwines comparative language in every paragraph. 5) Stress that it is better to discuss a select few points in depth rather than exhaustively copy out the same information from a table, or simply list when given a longer word limit. | Previous homework collected, current homework distributed. Explain that the problem is linked to today's theme. | S understand how to do HW | HW has been distributed. | https://docs.google.com/document/d/1ADmKMFrb9_6G9KqMnSOvoyjjHp7Oz1dwMg2N3brENxU/edit?usp=drivesdk | https://drive.google.com/file/d/1y9dNDa8hK3DZsb7Oy8oQNFaF3LHDYdCY/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-08-11 | JHS2 Term 2 Lesson 1 Conjunctions 2020/21 | J Willett | JHS2 | Listening, Speaking | Conjunctions | Conjunctions game, one per pair + a few spares | https://drive.google.com/open?id=1uAFdvL9FPkCBEO-Ua87Xdr4cQhKhksmkoHEUvHG1eFk | Greet the class | class are warmed up and ready to learn | Talk a little and ask a few S what they did in the vacation time. Ask follow up questions and see if they can say more than just a few words. | Explain the lesson focus | S understand about using conjunctions to add detail. | Go over the conjunctions SO/AND/BUT and OR using NT2 lesson 3 | Speak and check | Students complete the application activity on page | Play a game to consolidate learning and drill | Students play the Squares game in pairs | How to play: S make pairs, one sheet/pair on the empty desk between them. Students janken, winner goes 1st. Roll the dice. Look for a sentence you can use the key word in. Say the sentence using the key word. They can draw ONE line connecting any two dots around that sentence. If their line is the last line and forms a square, then you have captured that square and can color it in. The player with the most squares in their color wins! | New Treasure 2 lesson 3, conjunctions | https://docs.google.com/document/d/1Q2y2y0sZ8FVBXvzFRmGUN3D_rIlplqCMNEdZzSSEasc/edit?usp=drivesdk | https://drive.google.com/file/d/1aH5G8HR26ia-GCHIQKGlllJLch_jb2P8/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2020-07-21 | SHS3 lesson 5: Conclusions 2020/21 | J WIllett | SHS3 | Writing | NONE | worksheet 1 (1/Student) Tips for writing a good conclusion (1/student) HW sheet, short composition problem | https://drive.google.com/open?id=1dv9FkP7s8EcB2duxCYZu736IiIl2GaqKw8EsGRsVRiM | Greet class/HW admin | Students have completed HW feedback and have gotten marked HW back | Worksheet 1 | S have attempted a quick conclusion | Students write attempt 1 WITH NO TEACHER GUIDANCE (used for later comparison | Go over the Tips for writing a good short conclusion on the handout | S understand how to write a conclusion without mere repetition | some people might say ~ (emphasise disproving counter arguments and saying WHY they're wrong) If ~ then~ (predict a future outcome and link to the wider world) DON'T REPEAT | Go over example essays 1 & 2 for 5m | S understand how the techniques are applied in real essays | Do attempt 2 using the newly taught techniques (2m/new technique) and compare with attempt 1 to show improvement. | S realise how to apply the techniques themselves | Short Composition problem (describe a difficult situation 10m) | S have applied the techniques in a full essay | Emphasise the conclusion should focus on either: * if~then~= the lessons learned and how they'll apply in future *some people may say~= explication of why the experience was valuable even though it was tough | Give out HW sheet | S understand HW | Independent study pack pg 35-36, qs 5,6,7,8,&9 | https://docs.google.com/document/d/1k3BKTTYZc3ZNXt43WSebRq66mXoKXgrT_HA8Xpsp8O4/edit?usp=drivesdk | https://drive.google.com/file/d/1fQU3Ob2_L6m4YBE3rk1XCpVVyTFpPZet/view?usp=drivesdk | ||||||||||||||||||||||
| 2020-07-17 | SHS3 Lesson 4 Using the REE system | J Willett | SHS3 | Writing | NONE | Short composition problems, homework sheets, REE worksheets (Ms Shiga will prepare) | https://drive.google.com/open?id=1cDvv-lbJL4V8uvcRbYmsopXJT7TVTnVw6Hal_WxwK6I, https://drive.google.com/open?id=1h6W-ZSGs1c53sbfiCKfRRGf-8-_q-F4zItoZYRjiCm0 | Greet class | Students have dealt with homework admin | Greet class, get Students to do feedback form for their HW, give back any marked work | REE explanation | Students understand how to build essay body paragraphs using REE | Reason Example Explanation Use the first side of the handout to explain the concept and give examples. | Ms Shiga explains key points in Japanese to clarify | Students have been reminded of common errors | Many students get confused about evidence and will mis-label an opinion as evidence, Ms Shiga will clarify this point and remind students that hypothetical, logical examples are also ok to use. | Apply learning | Side 2 of the worksheet: Students complete a partially written short essay answer | Students work alone, then get feedback as a class | Give out model answer | S see how to answer the question in a natural manner by reviewing the model answer. | Apply learning | S do the short composition problem (unused from last lesson) | Describe a situation where you had to make a difficult decision. (90 words, 10m)' | Set HW for this week | S understand HW | ‘What do you think is more important to a person’s success: skills or luck? Please give two reasons and examples to support your opinion’ (200 words) | https://docs.google.com/document/d/1zJDxlAOJWUk5wid-p69dt-zRmrFwUU_tw2Z9mXJt4M8/edit?usp=drivesdk | https://drive.google.com/file/d/1DuDTKUAJMnKlfRSeM6IXrTnbZYrd8YwH/view?usp=drivesdk | ||||||||||||||||||||
| 2020-07-12 | SHS3 2020-21 lesson 3 Defining your thesis statement | Jennifer Willett | SHS3 | Writing | Writing a strong thesis | NONE | NONE | •Defining your thesis handout •Homework Assignment sheets (lined paper with word count box) Feedback slips Short composition problem 3 Model answer with annotations for Short composition problem 3 (Ms. Shiga has all handouts) | https://drive.google.com/open?id=1UReB6vBh1ln8E1r0F2z7N1kfc8sJ1_-f2hUxHA_Q6P4, https://drive.google.com/open?id=1OdzIVUJSmt95VigNG5CFhjlYWvHhsr_PepHrH9_gQUA, https://drive.google.com/open?id=1Vfd2Sr8_lryBl7UiwreSUWIT7QtRy0C_v319WoUM7N0 | •Greet the class & start warm up | Students have focused for the start of class | Ss attempt to write some thesis statements | Ss work alone to write example thesis statements 5m | •Use the sheet with 5 essay problems •1. Should homework be banned in the school vacations? •2. How does littering affect the environment? •3. What would your ideal university be like? •4. Which discipline practices commonly used in Japanese schools are effective? •5. Is social media a more positive or more negative influence on young people? | Give back HW (should all sts go to uni?) and collect new HW (is testing a good way to judge students’ ability?) (3m) | Students have done the feedback form and have handed in their HW | •Introduce the theme: thesis statements 10m | Students have been guided through the steps to making a good thesis | Distribute the 'Defining your Thesis' handout and highlight the following: 1) A thesis is at the end of the introduction, though in short answers (<100 words) the thesis and introduction can be one and the same. 2) 'The thesis statement is the sentence that states the main idea of a writing assignment and helps control the ideas within the paper. It is not merely a topic. It often reflects an opinion or judgment that a writer has made about a reading or personal experience.' 3) The R in REE (Reason, Example, Explain- the writing system used for building body paragraphs in longer essays) is a **reason** from the thesis, it is narrow in scope, it conveys just a part of your whole argument in detail. N.B: REE is the next lesson topic and will be covered in detail in sessions 4 & 5 Thesis example: “Students can improve their study habits in order to learn more.” Reason examples: 1. Studying in a quiet environment helps students learn more because they aren’t distracted. 2. If students pay attention in class and ask questions actively, they will learn more. •Ask Ss to underline the claims & reasons in their warm up sentences and check with the class. 2-3m | short composition problem | Ss spend 5m on the problem to develop writing a large volume at speed. | Describe a situation where you had to make a difficult decision.' (50-75 words, 5m) | Students write practice thesis statements | •Ss work with a partner to write an example thesis statement for the model essay (10m) and then go on to re-write theses for the 5 essay problems (10m) 20m | •1. Should homework be banned in the school vacations? •2. How does littering affect the environment? •3. What would your ideal university be like? •4. Which discipline practices commonly used in Japanese schools are effective? •5. Is social media a more positive or more negative influence on young people? •Students work together to come up with a thesis statement for each problem fairly quickly (1-2m per problem) •Give feedback as a class and emphasise there should be a CLAIM & REASONS in every statement. | Students are given the HW | teachers make sure they understand the assignment | ‘ How must Japan change to avoid risks from coronavirus both in the short and long term?’. (3m) | https://docs.google.com/document/d/1HvYrF7GdNPihN7L_sQgfBoqjdY-1HgCKKnKV1TMH1Ks/edit?usp=drivesdk | https://drive.google.com/file/d/1ARGF8n9PYOLPkppngpnYMdZ3rm5Z3noJ/view?usp=drivesdk | |||||||||||||||||||
| 2020-07-06 | JHS2 Lesson 4 (Infinitives lesson 1) 2020-21 | Jenny Willett | JHS2 | Listening, Speaking | Infinitive structures | 10m to print the blackboard game and cut the cards in half, You need 25 MAGNETS for this class and a copy of the game cards/teacher sheet from the attached file. | https://drive.google.com/open?id=1SQoQm0PocBI1TayPtiSpgiyLRpKXnMy4D_mW2SflKuo | Greet class | S have warmed up | Model with the JTE and then Ask students 'What do you want to do this summer?' S answer using infinitive structures 'I want to ~ | Review textbook grammar | Students have drilled and reviewed the rules on pg27 of NT2 | New treasure 2 (green book) pg 27. The point for this lesson is 'I want to -', 'I like to -' etc Go over the target structures and sentences. Especially focus on the top part of the page (point 1 and perhaps point 2 if it is relevant- sorry I don't have a copy of the textbook as I am planning this whilst off sick) | Speak and check | Students have drilled a little more | NB: I haven't been able to look at this as I'm off work and my textbook is at school- SKIP THIS IF IT DOESN'T MAKE SENSE Pg 26 New treasure 2 speak and check activity at the bottom of the page (JTE can explain as instructions are usually in Japanese) Teacher plays A and students volunteer individually to be B, then switch over roles 5m | S play a game as a class to produce the target language | S have consolidated and can independently produce the target structure | Play blackboard infinitives game: Place the cards 1-25 in a grid on the board using magnets Divide the class into 2-4 teams (without them moving) and get team names from the students. Ask the JTE to keep track on the board of how much money each team wins. Student teams take turns to choose a question from the board and say the number on the card (the number of the question on the board card relates to the question on the Teacher Sheet). Questions worth more money are more challenging. If they get a question correct they win the money on the card. Remove cards from the blackboard once questions have been attempted to keep track. Students take turns to try a question, meaning all students on a team have a chance to speak. Students have 10s to answer before the question is opened to other teams (NB: you can adjust this to 5s or extend it depending on the level of the class) If a student answers within 10s but is incorrect, they have *one chance* to correct themselves (teacher says "Try again please" to let them know they need to rephrase If they get the answer wrong or can't answer, the question is opened to other teams. (raise hands to determine play order). This game should take about 5m to explain and 20-30m to play | New Treasure 2 page 27 | https://docs.google.com/document/d/1UuwmMaDwl4oppMZRjdYn--IjMqbsKH1Gb4ERo2zGVAU/edit?usp=drivesdk | https://drive.google.com/file/d/13tGF8xhP4ppGqXKm9Q2y8VMq7PX0dFA4/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2020-06-25 | IGS special class - book reading 1 | Kitty West | SHS1 | Speaking, Pronunciation, Reading, Writing | OTHER | Reading and summary work | Borrowed a load of books from the library, made a worksheet for each group. About an hour | Intro the lesson | Display the books, show the two levels | Get students to choose which level they want to read | Put the students in groups depending on their preference - one student from each group chooses a book from the table | Their worksheet requires them to find out the names of certain characters in the book and to write down any new words. | Student take it in turn to read one page each until they finish the book - reading in non-katakana English | Towards the end of the lesson, make each student write a small summary of the book | Hand in everything at the end of class for the teacher to mark | OXFORD READING TREE books | https://docs.google.com/document/d/1yU_PZ7xJLox6aE1GfXmzvZmRfv9B1bmFw8RF4ShdsXM/edit?usp=drivesdk | https://drive.google.com/file/d/1Rftmn0dx3Sy4p_Z42pMhnmOWDxLB1Gea/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-06-25 | Intro class | Kitty West | SHS1 | Listening, Speaking, gestures | OTHER | It took about 4/5 hours and I need a computer and HDMI cable | Get students into group of 4 max (not facing each other) | Students did it | Give them 1 paper per table and assign a student to write on it. | Students janken to decide the writer | Watch a video my sister made during Golden Week last week and write down the places we went to and the food we ate. | After get students to answer - write the correct answers on the board | Gesture game - teacher has one image per slide. One student from each group comes to look at the screen. Goes back and does the gesture. Can students guess the gesture | keep going until about 10 mins left of class | Teacher question time - any questions? (this is my first class with them but I had made an intro lesson video before - so any extra questions) | Teacher answers questions | https://docs.google.com/document/d/1e3NXuhN2QQd5FIb7wViAx2pfa0o8XQFMIvGk5OySQ1Y/edit?usp=drivesdk | https://drive.google.com/file/d/1m5gFtivTa8dlFS8yRqM95LPrBTv-6n4u/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-06-25 | IGS: TKC - Professional Introductions | Chris Bridgeman | SHS1 | Listening, Speaking, Writing | NONE | Slides | Personal Self Introduction | Students demonstrate an understanding of the presentation | Q and A | Students are able to smoothly ask and answer questions | Professional Self Introduction | Students demonstrate an understanding of the presentation | Writing Professional Introductions | Students are able to complete a short introduction | https://docs.google.com/document/d/1VEhhSNkv92kgjYYffDFOJ-K_jR7h-jo939dFW7Y-ETY/edit?usp=drivesdk | https://drive.google.com/file/d/1iYQsVaRV_CuAJYCBULcE4uTkBNrymHsC/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2020-06-25 | SHS2 - Self Introduction | Chris Bridgeman | SHS2 | Listening, Speaking, Writing | NONE | Self Introduction Slides | Self Introduction | Student's demonstrate an understanding of the presentation | Q and A | Students are able to smoothly ask questions to the ALT and JTE | Writing Emails | Students are able to send an email to the ALT | https://docs.google.com/document/d/1tN8MutrO_e-wrbM4uShWpQ9pDbu0hLlBIxOajTYewWI/edit?usp=drivesdk | https://drive.google.com/file/d/1N2ug02acZ9QYr_TlWh7kZtEuqDgQUG1X/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2020-06-25 | JHS2 - There is, There are, Want to~ | Chris Bridgeman | Lawrence Tran | JHS2 | Listening, Speaking, Writing, Grammar | There is / there are / there was / there were / there will be, etc. | Home tour video, Grammar Slides, Google Classroom assignment | Criss Cross | Student's are able to answer smoothly, and ten minutes has elapsed | Home Tour Video | Students are able to answer simple questions about the video | Speaking Practice 1 | Students demonstrate an understanding of "There is/are" | Speaking Practice 2 | Students demonstrate an understanding of "Want to~" | Writing | Students are able to write about what country they want to visit. | https://docs.google.com/document/d/1ktz_AWnm1mA8FkVNiqsTATZQ0iZ2Dzw1P_HYlIHb9sg/edit?usp=drivesdk | https://drive.google.com/file/d/1mJTzzw2TEpecrn8OD7WaRo6mq9vjcphD/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-06-25 | JHS3 Reduced Relative Clause | Lawrence Tran | Chris Bridgeman | JHS3 | Listening, Speaking, Reading, Writing | Eiken practice. | Relative clauses | Kahoot, Slides | Warm Up | 10 minutes over | Criss Cross questions based on Corona-break. At end, batsu game with remaining standing kids. | Grammar Explanation | Slides done | Quickly review grammar with slides. Have students pair and create own dialogue. | Kahoot | Done | Play Kahoot with pictures of Eiken pre-2 speaking. | Homework practice | Students are able to understand | Upload homework document on Google Classroom. Explain. | https://docs.google.com/document/d/1BcNhcVjWwJYfqyHR49k2R8eRsMJnjDw4069EkjJMmJE/edit?usp=drivesdk | https://drive.google.com/file/d/1oJsetsM7U_i2V1GwlYgUsY_14rV9-hCI/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2020-06-25 | JHS1 - This is, That is, He is, She is | Chris Bridgeman | Lawrence | JHS1 | Listening, Speaking, Grammar | Pronouns: THIS, THAT, THESE, THOSE (demonstratives) | Pronouns: YOU and THEY to talk about people in general | Kahoot, Worksheet | Criss Cross | Students demonstrate an understanding of the game rules of the game, and play for ten minutes. | Students will be introduced to the ALTs family members. | Students demonstrate an understanding of He is, and She is | Students will play a Kahoot based on the grammar | Game is completed | https://docs.google.com/document/d/12v7iI8UbV2m05y5Rb00esiIkUleVZlRZo80Hb-iSwIo/edit?usp=drivesdk | https://drive.google.com/file/d/12ZwsRUCkst-So9hyn5Nla4vbqA4gvSHK/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2020-06-12 | JHS2 Lesson 2 Shopping 2020-21 | Jenny Willett | JHS2 | Listening, Speaking | shopping | NONE | shopping | shopping worksheet (1 per student) | Greet class | Students are settled and ready to learn | DO SELF INTRO HERE IF REQUIRED (10m) Use classroom English and make sure they've remembered the important materials 2-3m | Model the conversation on page 183 | The students have heard a natural model conversation and understood the main points. | Japanese teacher models with the native teacher. JTE supports with understanding where necessary. 10m | Activity + page 183 | Students have practiced using the target language in conversation | JTE explains the method (as this is written in Japanese in the textbook). Activity + is the activity under the grey shaded box on pg 183. NET plays role A (with all students as B) a few times, switching out key words. Then reverse roles and practice a few more times. (5m) | Shopping vocabulary | Students have developed understanding of key words for this theme | Hand out worksheets, give A to one side of the class and B to the other elicit the key words and get the half with the answer to check it. NB: CUT THIS ACTIVITY FOR GROUPS WHO NEED A SELF INTRO AND JUST TELL STUDENTS THE ANSWERS DIRECTLY Drill as necessary 5-10m | Develop accurate pronunciation | Students have completed activities A and B on the worksheet. | Do listening quiz A with students, elicit and drill answers to improve pronunciation and accuracy with numbers. Sts ask the questions, NET reads the prices and Sts note them to hone listening skills. NB: SKIP THIS TO SAVE ON TIME IF DOING A SELF INTRO 5m | Students practice pronouncing prices clearly | Students work in pairs (whilst maintaining social distance) | Sts **do not** move from desks. Assign pairs and ask them to do the listening pronunciation quiz A on the worksheet. They work together, one time asking and the next time answering the questions. They should check that their partner has the correct answer A or B, after each question to gain instant feedback. This will mean students who are unclear in their pronunciation have a chance to realise this fact and work on it a bit in class. (7-10m) | New Treasure 1 pg 183 | https://docs.google.com/document/d/15UYyIkCvPUDGS-fBgg9d7XXuua4hpjag0ku_ngtuaUo/edit?usp=drivesdk | https://drive.google.com/file/d/16ge5akG-IbbdPpbqNxZH90NDa3xl5Jfy/view?usp=drivesdk | ||||||||||||||||||||
| 2020-06-11 | SHS3 lesson 1 2020/21 Course Intro | Jennifer Willett | SHS3 | Writing | NONE | independent study pack for each student, h/w feedback sheet for each student, short comp problem | https://drive.google.com/open?id=1O9xGvNcORIQfwwaYaKJd9UmJPgGyiKzVc9TgUfR8Ybs | Greet class and Jp intro | Class have understood the remit and range of the course | Shga sensei will lead this in Japanese to save time as we are already weeks behind and have a seriously limited amount of contact time this year. Explain: -independent study pack- what it is and how to use it -homework feedback system and how to use it -speed tracking importance | Give back HW about ebooks Vs print | Students get HW back and have looked over it. | Elicit the main parts of an essay and ask their function | Sts identify intro, body, conc of an essay. | -Elicit the main parts of an essay and their functions -Sts look for their intro sentence stating their stance in their HW answer, if it's there, they underline it. - Find a good e.g. and share with the class. -Distribute Short Comp Problem 1 -Ask Sts to write a clear sentence for their Netflix Vs cinema short comp problem. -Continue in this manner to guide Sts through a short answer of around 6-8 sentences (thesis (1-2), Reason, Example, Explain sentences (x 3), conclusion (1-3) -Answer should be about 100 words | Set HW | Sts understand HW and feedback system | reiterate necessity of speed tracking and feedback paper. This week's HW= Do you think that all high school students should go to university after they graduate? Why or why not? (120-150 words) | https://docs.google.com/document/d/1C2Kox1oKv1Zv7sczSEHAEo6XSpmZbry2D6gfcFzwJsk/edit?usp=drivesdk | https://drive.google.com/file/d/1RGefoJGpoyQdtSFjYhIjaMWyZjZdKiXg/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-06-01 | JHS2 lesson 1 2020 countable and uncountable | Jenny WIllett | JHS2 | Listening | Countable and uncountable nouns | bedroom worksheet (1 per student), fridge worksheet (1 per student), Brett's classroom English sheet (1 per student) | https://drive.google.com/open?id=1Ah2jnPxi1HwEOOSIx103qkcM6P0JgPJYNPPEvqfXQi4, https://drive.google.com/open?id=1CopDLyAmQrIh7cNRj9EwGB-vnuRRux4c4qOXpswaKJ8 | Greet the class | students have been greeted, any minor housekeeping is done (check they all have textbooks etc) | Distribute Brett's classroom English sheet and make sure students glue it in their books. | The new teacher introduces themselves to the class | Students have watched a short presentation about their native teacher and have had an opportunity to practice listening and ask a few questions (15-20m) | Students have studied countable and uncountable nouns | Students have reviewed language on pg 163 & 165 of New Treasure 2 | Check that students understand the grammar points detailed on page 163 and 165 Japanese teacher supports if necessary As students' end of year 1 was interrupted by COVID-19, they are behind and we need to complete New Treasure 1 and move on to New Treasure 2 as soon as can be reasonably expected to make up for all the lost time. | Students have applied the target language in a listening activity | Students are given the bedroom worksheet and the NET describes the bedroom. Students note down the answers and then have some extra time to fill in any parts they missed by applying the grammar rules. | Due to COVID-19 we must keep large speaking and pair work activities to a minimum, so will focus on listening predominantly until this situation changes. | Students draw and describe their own bedroom. | Students have written the description portion applying the target language(drawing if there is time) | Students WRITE FIRST and draw after, so that they don't waste time drawing. | If time, move on to the fridge worksheet, further consolidating some vs any with countable and uncountable nouns | students have completed the dialogue by themselves, using the images on the sheet | This sheet can be done independently, so just hand it out to any students who are off task with the bedroom activity, or who finish. It's likely only a handful of students will progress this far, if any. The sheet can be kept for future use for review if unused in any classes. | New Treasure 1 page 163, 165 | https://docs.google.com/document/d/1LrzoN6554UXzLTTURu9HB6y8CHDOxpbxFYIRkSFChSM/edit?usp=drivesdk | https://drive.google.com/file/d/1ERI_27JlwfOtG13M2G9WBHABedrEK7kr/view?usp=drivesdk | ||||||||||||||||||||||
| 2020-05-30 | Breakout room 1 sample activity | Naomi, Aldion, Evonie | JHS1 | Listening, Speaking, Pronunciation, Reading, Grammar | Improving conversational skills | Using correct grammar | Questions: WH questions | Everyday conversation | Templates, worksheets | Put the students into pairs. Choose 2 phrasal verbs. (eg "do my homework", "get up") Get them to start a dialogue using these phrases. | The students can successfully ask and answer these questions. (Positive and negative response) | Example question: "Do you do your homework everyday?" Answer: "Yes, I do" (positive) "No, I don't" (negative) | Add variations for tense - same dialogue using past and/or future tense. | The students can successfully ask and answer in the future and/or past tense. (positive and negative) | Example question (past tense): "Did you do your homework yesterday?" Answer: "Yes, I did." (positive) "No, I didn't." (Negative) | Add context. Provide examples. (eg. every day activity - do you play soccer every day?) | The students can successfully complete a conversation each about 1 topic - eg football, homework | Put it all together into a full conversation beginning from "Hi ________. How are you?". Provide a template with blanks that students can fill with their own answers. | When the students have successfully completed a conversation each. | https://docs.google.com/document/d/1grWHA5GiStLpvwK3Po1-WlTCsReyG6pjhPaZrk5aU8w/edit?usp=drivesdk | https://drive.google.com/file/d/1P3BBaeEIG7vFVVc_V8DvCY7u2P3J3xWi/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2020-05-30 | Daily Routine | Jason P | Amy, Keith, Welham | JHS1 | Listening, Speaking | Verbs: Action verbs | Adjectives: Gradable / Non-gradable adjectives | print out worksheet | Greetings | Students greet each other | Take cards | students can take the cards that they hear | Students answer Teacher | students can correctly answer the teachers questions | be careful "do my homework" or Do you do my homework?" | Students practice talking about the day using the sentence patters | Students can say what do everyday | Teachers ask each other What time do you .... " What time do you wake up? What time do you do your homework? I wake up at 700 am. I do my homework at 3pm. Create two worksheets... Worksheet with a list of daily routine pictures (waking up, brushing teeth, going to school, etc) .Students first think about their own day. Then students need to create their own questions from those pictures. Students need to then | https://docs.google.com/document/d/1dHj30MTbNonYbvo9S-CtcKIvD5EEdr-yLWp067Q_tbQ/edit?usp=drivesdk | https://drive.google.com/file/d/1ZqR5swajCeIeYjtmfKqAFB7xkH9Pkpr6/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-05-30 | Verb Phrases | Benji | Emily, Pratima | JHS1 | Listening, Speaking, Writing, Grammar | Grammar Structure | Writing & Speaking and Listening (Q&A) | Verb phrase | Correct grammar strcuture | Verb Phrases | Lesson Planning and Worksheet | Students use Karuta cards to demonstrate their knowledge of correct sentence structure | Teacher checks for correct structure | Students transcribe completed questions on to WS | Teacher checks for correct spelling and grammar | Students Q&A with multiple partners within the whole group and record answers | Feedback - Teacher asks for volunteer answers and records them on the board for class discussion | https://docs.google.com/document/d/1EKqKAFBPcFU0SvRaX3_T30iE6DnD9FrciiGHIFc7o8M/edit?usp=drivesdk | https://drive.google.com/file/d/1k3vGwINNb3g0TljtA3YuRwnjm6134gPc/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-02-20 | Final year 2 lesson | Brandon | Jason Packman | JHS1, JHS2 | Listening, Speaking | Comparison (comparative and superlative) | Bring drawing paper for all students, music, and a ball | Finish checking notebooks | All Ss have had their notebooks checked | Draw a zoo | Students can produce their own ideas using comparatives | * Review comparatives and introduce some new ones (e.g. wider, happier, hungrier, scarier) using gestures. * Hand out papers. First, T establishes setting and pattern with initial sentences ("Draw a tiger. The flamingo is taller than the tiger.") Each student makes a comparative sentence introducing a new animal. For example, "The mice are bigger than the hippos," then, "The lions are happier than the mice." All students draw pictures for each sentence. Continue until each student says something. | Hot tater tots | Ss can make progressively longer sentences | * Play hot potato with the condition that the person who has to speak says something with an exact number of words. E.g. three words: I am hungry. Gradually increase the number of words after a few students. | https://docs.google.com/document/d/1-ZhdrN3MsO6_wPusc_JhZXBEtDhJWRXjoj31wD6IY_Y/edit?usp=drivesdk | https://drive.google.com/file/d/1TX-U-kXv-swnN0vNmeI2t_K5cMYNS7xw/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2020-02-17 | Group Presentations | Stuart Dalziel | J Willett | JHS3 | Listening, Speaking, Writing, Grammar | NONE | This is a speaking skills based multi-lesson project, with elements of review from this semester's grammatical content. | Japanese traditions and festivals | A3 prints, group sheets, scorecards all need to be prepared, lesson plan is complex given that it's a multi lesson project, so take time to read it carefully. | https://drive.google.com/open?id=1aydr9Y_FgXjXZCpOMC_4RlcPQCl0Pcyt https://docs.google.com/presentation/d/1jHuxSW1KIo2r5nDJKG5es9w3u85kpNFtcNT-xWm3vIQ/edit?usp=sharing | Inform Ss that for the rest of the semester we will be working on group presentations. These presentations will teach foreign people about Japanese festivals / traditions.T boards the schedule. If three lessons remain for the given class, the schedule will be:Lesson 1: Briefing, choose teams, choose topic, begin writing script.Lesson 2: Finish writing script, apportion roles, practice.Lesson 3: Short time given to finish up outstanding tasks, presentations, evaluations. | Ss are aware of schedule for remainder of semester | If only 2 lessons remain, reduce accordingly | A3 example of a western festival boarded, teacher boards a few example sentences explaining what this festival is, using at least a couple of the structures we have learnt this semester if possible (comparatives / superlatives / conditionals).Ss split into teams Briefing / script sheets distributed sheetsTeams informed that they will now do the same for a Japanese festival. In classes on a 2 lesson schedule teams should try to come up with 8 sentences. In classes on a 3 lesson schedule they should come up with 12. Everyone must think of ideas, everyone must write at least 2, everyone must speak during the presentation. If the team are able to use the structures we studied this year, that’s even better.Ss told that they will need to stay in the same groups for the remainder of the semester, and as such should write their names and class number on the sheet. During this time, T boards the A3 Japanese festival pictures. | Ss are aware of what the project is, how it will play out and have seen a concrete example of what they have to do. Any remaining questions clarified. | One by one, groups come up and select a festival to present on. It is encouraged to choose one they know about well. Groups also informed that, if they don’t feel knowledgeable about the festival they have ended up with, they can ask the JLT for explanation or, as a last resort, they are allowed to make their presentation about a festival of their choosing not pictured. | All groups have settled on a topic | Ss begin writing their scripts according to the specifications outlined in the briefing sheet | Scripts complete or time for script writing has run out. | This will take up the remainder of lesson 1 and part of lesson 2. | When Ss have finished their scripts (or time is running out to present) they should apportion sentences to group members, initialing each sentence so it is clear who will read it. | Everyone is ready to present! | Groups on a 3 lesson schedule then spend the rest of the lesson rehearsing, groups on a 2 lesson schedule move immediately to the next stage. | Ss moved back into solo seating and informed that it is time to present. Evaluation forms distributed one per student and (briefly if on a 2 lesson schedule) explained.Groups then take turns coming to the front and delivering their presentation. Ss not presenting should evaluate their performance and give a numerical score (this will not actually be used, but will serve to keep non presenting students focussed!).In classes on a 2 lesson schedule, if time is rushed, class can be divided in half with JLT taking one half at the back of the room and ALT one half at the front, meaning 2 presentations can be given concurrently and the time halved. | If time remains, get feedback on which group scored the highest during peer evaluation. | Try to stress respect for the speakers in terms of audience noise levels, and the need to listen attentively. | My final Londate lesson plan. To quote a great man's lesson plans, "you may now kiss my feet". | New Treasure 3, various. | https://docs.google.com/document/d/1S-yXNDFJLDE6Wkf6HIB1J3d1K3sQ4aqMqnFooTJI-TM/edit?usp=drivesdk | https://drive.google.com/file/d/1NqapQECRr_VDhmUVtSwsyZLgSXx0Ig5T/view?usp=drivesdk | |||||||||||||||||||
| 2020-02-13 | Can You Do/Play/Etc.? | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking | CAN | Questions and short answers | Sports verbs | Burn CD and print enough worksheets, 30 minutes | https://docs.google.com/document/d/1oNYGsYhhqPUj1ASy22yp6wwW19xr8Uwoqtaqyh7cJzs/edit, http://www.onestopenglish.com/skills/listening/jazz-chants/mp3-files-and-recording-scripts/ | Spelling quiz | Students can answer spelling questions | * Go over the pictures, eliciting the name of the sports. * Have Ss try spelling them if they can. * T asks each S if they can spell a certain word. S answers yes or no, spelling it if they can. | Chant | Ss can understand natural sounding English using the day's language | * Play Jazz Chant 4 from the link above. Pass out Part 2 and have Ss listen again, filling in the blanks. | Dialogue | Ss can remember their own original conversation | * T demos the conversation. * Ss change the underlined words to make their own conversation, memorize, then perform A with the teacher for 5 points. | https://docs.google.com/document/d/1kHvI9jVA1N-HOZpr1P5GgexfhjV4x6kZSiaf1XRpEtw/edit?usp=drivesdk | https://drive.google.com/file/d/1CN0azUtkOQQiWT-kfsB04Cenq6w7hBTY/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2020-02-13 | Transportation | Jeff Gold | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1yTDyuhWA9qMwD_7joWHat5qyvcdNFJVC, https://drive.google.com/open?id=1mEz6pMDuptoQxoBxy1ryr0LDjwA8N-Gd, https://drive.google.com/open?id=1YwZG5aLO0p89-NT-TM3kdu025ew27fMZ | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1IAH6_UXnPadXcpeS8Ikd_Mo4n6oFElCEOR8q_fygFLg/edit?usp=drivesdk | https://drive.google.com/file/d/1pQi6uyVcZeWEWLr5bCnK1jKbEC-CjYOg/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Small Talk | Jeff Gold | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1hGjgRWDC9PPooVPZPcOiqVnresiEx5KN, https://drive.google.com/open?id=1RYKjHTwH0bC_OdU7fDg1_NERmcrbLHAt, https://drive.google.com/open?id=1ON203wcOjsl02k_oGS6tvYhRYO9nrPTY | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1kVuPdz1sK83noGu5b6WC41Hdw_BO9MCY5GQsCOKBYRk/edit?usp=drivesdk | https://drive.google.com/file/d/1_G3w9bXAwbQbJylaF-1lwnJQm4nI5EBQ/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Movie Trailers | Jeff Gold | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1mnuoiMBZcGb5pyGnkywPcQY3-voCNjTL, https://drive.google.com/open?id=1PzVSVZUTrrK5QnyY0lYEnuKRraEvwMPP | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1qM_Mc5dEeXdA_9mrO8FOq7UV1_wwPHlmPe4WeGN8CXI/edit?usp=drivesdk | https://drive.google.com/file/d/1IWd23oMfSlQJXlwxtru50EfdqxGKlRua/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Survivor Game | Jeff Gold | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1ZjnGgtC4HMySGZ_pmzOBhJNqHCxfzGsb, https://drive.google.com/open?id=1lgEpy6AmWd3ObjKFn-6_rJEBdMgG8UtT | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/18tUGLUlkHqknWDvgcJdEZ2hZSDF7NGSHbUTvfpHKd9w/edit?usp=drivesdk | https://drive.google.com/file/d/1dWXe8tsFWD-4RzboO3o4BZoEeqKoJEYT/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Summer Holiday Speech | Jeff Gold | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the necessary materials. | https://drive.google.com/open?id=1JzmCqB5DLahR3Qlo9w2GHeHYWOTGW8GQ, https://drive.google.com/open?id=1cfj0anexw7FolIpOzEDsUGwUwlirvX_V | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1ZMjnFOVLP6Geb-AFhMrGsHmJQT4uweJFWxE8nd1ZPC8/edit?usp=drivesdk | https://drive.google.com/file/d/1cQM9xHrhI2zDSIYSkoGTe1MOkSC3arOk/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Manga Writing | Jeff Gold | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1AByndRXIS9WznRCAaeKjcgXVgrHhAP_v, https://drive.google.com/open?id=1tOxL6i1vmooXaf_nSUX5fl8hIoiMD2wW | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1ZsGhwfIA0iRMWhDiTSWi9_D7vcFCtBHqDz7feLozyNQ/edit?usp=drivesdk | https://drive.google.com/file/d/1vrWHV3TVGHHmEPNaiB58Gguh3y7mK7y0/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Summer Holiday Writing | Jeff Gold | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the necessary materials. | https://drive.google.com/open?id=1Txa1juSQDqVSpZPsgsODb6j2vC1raW1o, https://drive.google.com/open?id=19P51sOuN64S8x48yCr8gHH56F3j9XPE2 | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1a1N4EQytlQSAwoSMDJP-qeiQEwY9IQlZuX4Y9zQEs9A/edit?usp=drivesdk | https://drive.google.com/file/d/16Jceviq8-zmLcXDdyMvbSdAM8Xnjea_P/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Describing People | Jeff Gold | JHS3 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1QD_32Bkw0BUQX4oT8HLXpX3vOAzFajXJ, https://drive.google.com/open?id=1zAkxLe2QEwG02GU8Zk0v4gr2SqnpyFPS, https://drive.google.com/open?id=1DeGx__cE_mxze0CSheN1bv-HIZ0Kv9Gl, https://drive.google.com/open?id=1q80zNLBXQMg0Lks-N7OMUt3_y0lhfkCE | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/12SXKSq4Ab33sU2Lo0qq8MKny-dkRtGr4INTrJSbdD_E/edit?usp=drivesdk | https://drive.google.com/file/d/1DGbeEtfFWYvD5SkVD4Wm2CxunauuU5Wl/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | My Dream (Final Version) | Jeff Gold | JHS3 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1UsdrB_IMaLa9x__CU6uwGJP4BaF7jI5V, https://drive.google.com/open?id=1gY6YvrnuMJ3RIjvgJ9BoY2eijzuCq7tz | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1NaxLUNtIvKWrBmkVyUSgXiq6Bfq9Ajsn-Lg6-a7qCXs/edit?usp=drivesdk | https://drive.google.com/file/d/1WstRMaidFZOZpgqD06AgYrzIsSFb8A7a/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Survivor Game | Jeff Gold | JHS3 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1IAhEtwubNorUNquwdmvoV7dRc_eov77f, https://drive.google.com/open?id=1Ns99Kz3yVDETQ-1c36g5ZYzC5kK94mUT | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1nrKQh0CO9sAmaMrZNSYpX-_e-FzR-GEcKrqqP4E2aAA/edit?usp=drivesdk | https://drive.google.com/file/d/19pk4IqyWfrgoc16GyA85ZHyPdk-jPslu/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | New Zealand Speech | Jeff Gold | JHS3 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1-Hq-qVfKfAbbMT0ZESKQvkgeCcr9L5w5, https://drive.google.com/open?id=1DB_5BcB_05IEat6MaUFPaI0CdX13v9LI, https://drive.google.com/open?id=1UfyGBJPVLcYSNJQdiBk6F9z4Ix3dkkfv | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1Mwo_ttbXOwww-Bt3erLKBsTJUTUxI6q2khS17XHFBmc/edit?usp=drivesdk | https://drive.google.com/file/d/1EZZYmKXU0kn7LFRq3O3NCD0l9ljLnJFR/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | My Dream (Rough Draft) | Jeff Gold | JHS3 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=14bdk0c1qE_EIm8SL3dgMIpkKa_i3vZAb, https://drive.google.com/open?id=1JFg_cqZC5iAXwb-DPLSAb4DYYgrA30IJ | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1FLUgUf6OhOftYHRkMrLfleZwKwO5wG49uffuPSqP9xs/edit?usp=drivesdk | https://drive.google.com/file/d/1wFRn27TtvlvV_D_Wn16noHw8T2bVlhCW/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | New Zealand Writing | Jeff Gold | JHS3 | Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1sx2nafq_NughuBcMbhGP-NYlL0QnTAqO, https://drive.google.com/open?id=1GkQWLptAbfoxep0FLRfvwErTnSnMeRVr | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1fVCufMo4OHzTf3UJVDhDc_3U0MiK34EoYKgd2Br4_DY/edit?usp=drivesdk | https://drive.google.com/file/d/1PWaG5axedfMyjDNGkljezLhw2Spf6mrg/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Who / Which | Jeff Gold | JHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the required materials. | https://drive.google.com/open?id=1K0Yq2X8vPdfeqGjq0t_wUwZWTUxwP1cM, https://drive.google.com/open?id=1B9TrSoO0muNYpnQBfVT2UA9APFdZOgBF | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1Q5QVQJbHS6l46jIJI29lkM_zdDrKWWmdkJTUZeqeNFI/edit?usp=drivesdk | https://drive.google.com/file/d/1fCwH8U6M72qwg1VDz2wM9WudcxeBFB5Y/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Shopping | Jeff Gold | JHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the necessary materials. | https://drive.google.com/open?id=17ARUBT-1fOEJNPWfLepEWasac5GoUql_, https://drive.google.com/open?id=1sK_m9pogB7wrK9s0-T9k-621A-OjJaL5, https://drive.google.com/open?id=1ih-YCe0-gEGDZmXNsZu-oWfQtg7hlhmW, https://drive.google.com/open?id=19hhfNl712hEKrMSzOG3fPyhYp5E242gY | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/115qsZGI_cGVksDtg7k4FzSdRgs8ct9TnhrpWMX52ucU/edit?usp=drivesdk | https://drive.google.com/file/d/1s8KAa-POwwwyvbt1tTvr70kMGmnnMofy/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Body Parts | Jeff Gold | JHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the necessary materials. | https://drive.google.com/open?id=1m4T8g8rgLbPemATWnQXUcWyIKHL8TNyo, https://drive.google.com/open?id=1QsJjiiv2jwwj5wRwSgAYKxsIluVZJ0q-, https://drive.google.com/open?id=1hB7T5VhQl-0rsmu9-koH-CXbqafMAtwc, https://drive.google.com/open?id=1dYfiQ6fqE1UL8afN3u2_owPmgPkznCp5, https://drive.google.com/open?id=1jQdd1vv7nuxGkSTrWW72B017t1QDFyjm | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1asWf59OGmc_aUb6d4KNEE7nznpdR_v2XlG7ysHcSmIk/edit?usp=drivesdk | https://drive.google.com/file/d/1T4aoIQvx4jPxTN6VTqJvSK2DI3Yjp9w_/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Months | Jeff Gold | JHS1 | Listening, Speaking, Reading, Writing | OTHER | Print out and make copies of the necessary materials. | https://drive.google.com/open?id=1E0t2_VQIYkbrM8Z4RdciNr58u_5cnFIg, https://drive.google.com/open?id=1pCWSIffFoG-KX0X7oEG82CEBqLITQ2vu, https://drive.google.com/open?id=1P3KoTl_nPKaCc4yl9ix__VhB9BbeOaNt | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/14Mw1uXrptMSsv60zc3acBSTLAd2uShg5uXVs6Q1x1Ng/edit?usp=drivesdk | https://drive.google.com/file/d/1PjPhkN_Pf_6awLWo-i6slZKvWaYUtdvy/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Summer Speech Listening | Jeff Gold | JHS1 | Listening, Speaking, Reading, Writing | OTHER | Just print out the student grading papers and create a grading form to use in your class. | https://drive.google.com/open?id=1fMnKrMZ0vzQQwkLQvVyb_iJ8OebI4Rk4, https://drive.google.com/open?id=1GDY571AVhmb1HXd02f4TgbYRGLQG9kTK | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1fR7XB6nUsSDSWIqesHyad1Mnxm8HGW4fwwqTcuXDl6k/edit?usp=drivesdk | https://drive.google.com/file/d/12FQuJGjPrA8M8MDn-K2YjABFOt19kHtl/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-13 | Summer Writing | Jeff Gold | JHS1 | Listening, Speaking, Reading, Writing | Past simple tense | Make copies of the postcard worksheet | https://drive.google.com/open?id=1nRhANqIQ-KeH1MISS64cbvo7ZmW6re6s, https://drive.google.com/open?id=1KkZVTX5HE8lIW4ttJUNi-XTM20SVR5MB | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/10f4DD6QSRzCUSNAAbt62BV_MZSJM5pEmg_uxIGCLxuE/edit?usp=drivesdk | https://drive.google.com/file/d/1bSw9a5onaY8Z7vI2oPRbMzUG8EjkR7xj/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2020-02-06 | COMPARATIVE WISHES | STUART DALZIEL | JHS3 | Listening, Speaking, Writing, Grammar | Conditionals - I wish / If only | Source A3 pics, Print Worksheets, Prep Boardwork | https://docs.google.com/document/d/1D6GQ0aKTTWVWjstkzu49a0SmnqXII14k1D6wEWLNknE/edit?usp=sharing | Draw small A and big B circles again, eliciting A is bigger than B. Elicit comparatives other than “bigger” via 5 min timed board dash.This means Ss split into rows and each row allocated a section of the board to write on. They are given a time limit to board as many adjectives as they can think of. Limit it to 2 people from each team at the board at any one time for safety reasons. | Remind Ss they can use “more”, not only “er”. Discourage copying. Keep longest legible list produced for referral later. Label it “comparatives”. | Brief recap on how to form second conditional given, and the fact it is used only for low/zero probability hypotheticals. “If I had one million dollars I would buy a Ferrari.”Then build to this:A: If you could change one thing, what would you change?B: I wish <OBJECT>were <COMPARATIVE> | Give an eg or two, then get Ss to do it as conversation mingle (must speak to at least 5 people). Elicit a few EGs at end. | Give couple more egs for B with objects that Ss might not think to useWorksheet completed (should have at least 2 EGs on sheet) | A few answers elicited | Board the following structure and give an example or two:A: What do you regret?B: I wish/ if only I had / hadn’tSs then complete the dialogue in pairs, with a few examples elicited at the end, talking about their partner’s regret with “he wishes”. | COMPREHENSION CHECKED | For classes that didn’t receive lesson 5 only: Two panel comic drawn, with clock showing a later time on the right than left. Left side, a man eating many hamburgers. Right side, same man laying on floor with stomach ache, large blank thought bubble coming from his head.Ask students whether the man made a good choice or a bad choice (elicit bad). Define regret. Ask Ss if the man regrets eating the hamburgers (elicit yes). Ask the Ss what he is thinking. Write in the blank thought bubble the following 4 patterns: “If I hadn’t eaten the hamburgers, I wouldn’t have a stomach ache / would feel better. If I had eaten salad I wouldn’t have a stomach ache / would feel better” Another picture drawn (with same clocks and thought bubble format) of a man pushing a button which says ‘do not push’ (left) and an explosion (right). Elicit the same four pattern response using third conditional. | Employ some old A3 pics from our prior lessons at S1 or J3 that can be repurposed to imagine the character’s regretful inner monologue (we have plenty that would fit the bill).In teams of 4, Ss must come up with a third conditional wish sentence to hypothesize the pictured character’s regret: “He wishes he hadn’t dropped the pizza.” | This should take you through to bell. | New Treasure 3, P179 | https://docs.google.com/document/d/1SRpifrg432Rl5m-CRIi3U2DZeqMo6qzqOE3BhawfFtk/edit?usp=drivesdk | https://drive.google.com/file/d/1TPS5S0R1xuKZ0O3Q8hWLWkEGkYOepcdE/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2020-01-29 | Can you play tennis? | Jason P | Brandon L | JHS1 | Listening, Speaking, Writing | CAN | Word order | print out worksheets | https://docs.google.com/document/d/1mOU6uRqXRlAfFbb6vDc8XnM823p1yaeXOtlZoK-S3Y0/edit?usp=sharing | Spelling quiz | Students can say whether they can or cannot spell animal names | T passes out worksheet part 1. T asks students what are the animals on the paper. T gives the students some time to think about how to spell them. T then does a spelling race, going up and down the rows asking students if they can spell. if they can, S answer Yes, I can it is d-o-g, for example. If S can&t, they need to say. No, I can't Sorry. that is okay. | Can you play tennis? | Students can say things they can and can't do | T passes out part 2. T tells the students something they can do and S write it down. S then write down something they can do. T follows this pattern for the other three can/can't statements. T then asks s what they can or can't do to check for comprehension | Speaking Practice | S can complete a conversation with the teacher | T dictates a conversation about someone asking another person out to play a sport, first by asking if the other person can play it, and then if they want to go out and do it. T repeats conversation until students can write it down. T then tells students to make their own conversation based on what they just practiced and then perform the conversation with their teacher. Once completing this task, S can get an animal crossword puzzle | https://docs.google.com/document/d/1oK8HNK8r2PjMaYgwohQjWhrPdUrS67yNXOLnO7Q3H7Q/edit?usp=drivesdk | https://drive.google.com/file/d/1hLuQoVE2RoVBT2aKvzKFG6c096TjvqsR/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-01-29 | Third Conditional | Stuart Dalziel | JHS3 | Listening, Speaking, Grammar | Conditional 3 (third conditional) | Print and cut cards, print and cut AB sheets, print solo worksheets, draw pictures on board before class to save time. | https://drive.google.com/file/d/1AM-LyTayKi1h-Efn7nU6zRMgtsOVhgiK/view?usp=sharing https://drive.google.com/file/d/0B-XqWbe_6mybNkp1RWRzQm5JcVU/view?usp=sharing https://drive.google.com/file/d/0B-XqWbe_6mybaEhndkxrQU5qRk0/view?usp=sharing | Two panel comic drawn, with clock showing a later time on the right than left. Left side, a man eating many hamburgers. Right side, same man laying on floor with stomach ache, large blank thought bubble coming from his head.Ask students whether the man made a good choice or a bad choice (elicit bad). Define regret. Ask Ss if the man regrets eating the hamburgers (elicit yes). Ask the Ss what he is thinking. Write in the blank thought bubble the following 4 patterns: “If I hadn’t eaten the hamburgers, I wouldn’t have a stomach ache / would feel better. If I had eaten salad I wouldn’t have a stomach ache / would feel better” Another picture drawn (with same clocks and thought bubble format) of a man pushing a button which says ‘do not push’ (left) and an explosion (right). Elicit the same four pattern response using third conditional. | Comprehension checked | Ss divide into back-to-back pairs. One student reads from A and one from B. Each Ss has different blank clauses in their third conditional sentences. They must listen to each other to fill in the blanks. Looking at partner’s worksheet strictly forbidden. This activity is more about building familiarity with the target structure than producing it at this stage. | Majority of pairs finished | Armed with all the information they need, Ss complete (at least in part) the solo third conditional worksheet, with a few model answers checked at the end as a group. | Answers checked | Ss are split into teams of 4 and given a set of unfinished third conditional prompts. One S reads out the first clause of the prompt.The first group member to respond with a grammatically correct closing prompt wins the card and becomes the next S to read. | Continue until all cards played. | New Treasure 3, P177 | https://docs.google.com/document/d/1HUj_7KLnaD_4aM4cd8bYU3RLbyyaOqcPsIB-4Ps6emk/edit?usp=drivesdk | https://drive.google.com/file/d/1-L2R7CXLluihFHtr3FgRSxcb2IPh3MaR/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-01-26 | New Zealand quiz game | Brandon Lindsay | JHS3 | Speaking | Nouns | New Zealand field trip | Print out copies of each worksheet for each student, 15 minutes | https://drive.google.com/drive/u/0/folders/16NiVQEltgHePC_clghREQkCBx_KKUc5V?hl=ja | NZ reading | Ss learn trivia about NZ | * Hand out reading worksheets. Practice any potentially difficult words together, then have the Ss read the worksheet, one word per person or something like that. | Quiz game | Ss utilize info they learned from the reading | * Divide the class into teams. Pass out the quiz worksheet so that kids with lower listening ability have a chance to read and understand the questions. * Only one person from each team can answer, and each round a different person must answer. Each team decides the order in which their members can answer. * Read the question and the first team to raise their hand and answer correctly (using the word, not the letter) gets a point. | Crossword puzzle | Ss utilize info they learned from the reading | * Pass out crossword puzzles and let Ss work on them through the rest of the class. | https://docs.google.com/document/d/1jkRWvmD_ngOgE7ZOYd274eFmq4FQafKjimX_6PG_xeQ/edit?usp=drivesdk | https://drive.google.com/file/d/1eR1YOqFdQnNDFuBfTdx7BFQ1_qfmj08v/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-01-23 | Speaking Test Prep | Brandon Lindsay | Jason Packman | JHS1 | Speaking | OTHER | Fluency | Audio clip example or live example, 10 minutes | https://drive.google.com/drive/folders/1KYPQ-qIh40HZ1FzfZck-EtDACBE3UZcj | Test expectations | Ss understand how to take the final test | * Show Ss the three possible pictures and tell them they will speak for 30 seconds. * They will be graded on fluency (30 points) and accuracy (30 points). | Teacher's example | Ss can get ideas from the example | * Ts can have demonstrate the test by choosing a picture and talking about it for thirty seconds. Alternatively, they can have a prerecorded version to play in class. * Ss will take notes in their notebooks. Elicit and write what they heard on the board. * Play it again so the Ss can listen after seeing words on the board. | Presentation | Ss can make and hear sentences about the different pictures. | * Ss make groups. Each group gets a picture and makes sentences about it within time limit (e.g., last 15 minutes of class). * Each member has to make at least 10 words about their picture during a presentation. | https://docs.google.com/document/d/1dRveco3Bw9ArLokf2TNFIgtTHh8V1pNpoyMhqMRaayM/edit?usp=drivesdk | https://drive.google.com/file/d/1lVAFIc3a8JTcCHywN_imbFIEAK58CVyr/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-01-23 | Second Conditional | Stuart Dalziel | JHS3 | Speaking, Grammar | Conditional 2 (second conditional) - would | Print and cut cards, print double sided worksheets | https://drive.google.com/file/d/0B-XqWbe_6mybTkZnNVRaa3QzVVE/view?usp=sharing https://drive.google.com/file/d/0B-XqWbe_6mybRU9yendoYzJkOXc/view?usp=sharinghttps://drive.google.com/file/d/0B-XqWbe_6mybbU03WW00UWJpbHM/view?usp=sharing | Begin by recapping the session on first conditional if these Ss received it; emphasizing that V1 in the if clause and ‘will’ in the other clause is used in cases where likelihood is high. “If it is cold tomorrow I will wear a jacket.”Now board the incorrect sentence “If I win 100 million yen I will buy a Ferrari”. Ask whether this has a high chance to happen (elicit no). Explain that for impossible situations or those with a low probability to happen we use the second conditional (V2 in the if clause plus would): If I won 100 million yen I would buy a Ferrari. | Further point out that the clauses can be switched without any change in meaning, as well as how to form negative forms with wouldn’t and question forms. | Armed with all the information they need, Ss complete (at least in part) the solo (“the panel”) part of the worksheet | a few model answers checked at the end as a group | Board “If we didn’t have…” Ss organize into groups of four. Each group given one set of cards. They should place them in one pile face down on the table. Inform Ss that we will play a game where we imagine how life would be different if we didn’t have certain things. One student takes a card from the pile and says “If we didn’t have (ITEM)...”. The first student in their team to answer with a correct would or wouldnt clause for the prompt wins that card, and becomes the next person to draw one. You may want to model this first with a couple of students, and have a sentence frame boarded for their reference. | Continue until all cards used. | Ss divide into pairs and turn over their worksheets from earlier. One student reads from A and one from B. They have to make a sentence guessing what their partner’s answer would be to the prompt. If the guess was correct the student replies “that’s right” and asks the next question. If it was wrong, the student corrects their partner, beginning “actually…”. A framework for this can be boarded and again it can be modeled. | Continue until all sentences completed. | If more time remains Ss can complete their solo work from earlier. | New Treasure 3, P177 | https://docs.google.com/document/d/1b__bzTs3DzVpqeNTwoJgbDuGG2AphoumUusAs3P1HAc/edit?usp=drivesdk | https://drive.google.com/file/d/1GQLaUtA9quZDdCAp6tn88FkyZpa7SMzO/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-01-21 | What can they do? | Brandon Lindsay | Jason Packman | JHS1 | Speaking | CAN or BE ABLE TO | Verb phrase | Future job | Print enough worksheets, 15 minutes | https://docs.google.com/document/d/1Dhm-x93C7JYQGDrePNnLHrLikaDOd4lxYoc6QGZ532A/edit, https://www.teach-this.com/images/resources/scrambled-jobs.pdf | Pictionary | Ss can recall job vocabulary | * Play pictionary, drawing to elicit the names of jobs. This can be review or to introduce new jobs. | Worksheet | Ss can write sentences about jobs using can | * Ss write a sentence about each picture, with the last one to be the students' choice. | Dictation | Ss can understand spoken English | * Intro new language, e.g., why, because, want to be * T reads the conversation. Ss fill in the blanks. Check with the whole class and practice. * Ss translate the conversation into Japanese. | Conversation quiz | Ss can talk about their own dream job | * Students write their own version on the back of the paper, memorize it, and perform it with a teacher for 5 points. * Pass out word scramble worksheet to each student after they are finished. | https://docs.google.com/document/d/1QZl4pFZrGsRGt-iFyUzJ21CEFEA1edL-3MsN5giR6p4/edit?usp=drivesdk | https://drive.google.com/file/d/1b4mYJf_yoxowR0GhVVbVMinpIALYYjl5/view?usp=drivesdk | |||||||||||||||||||||||||
| 2020-01-19 | 2020 (2019) News quiz | Leigh Bitossi | JHS1, JHS2, JHS3, SHS1, SHS2, SHS3 | Listening, Speaking | OTHER | Current events | A copy of this file. That's all. As always, questions can be changed if you think they're too difficult for the class. | https://drive.google.com/open?id=1U97g1VDaitIDuUhFa5ZKIOHdjBwrFp9Nd3u0Adz4DO0 | Divide your class into teams, write the question catergories on the board and the points from 10 to 100 in each category. | When you've got groups of around 5 or 6. Anything larger can be a bit problematic. | Explain the game rules and system. | When everyone understands how the game works and that after winning a question, the group needs to decide on the next question by asking "can we have.... for ... points, please?" | Start with "New Year's" for 10 points as it's easy and gives everyone a good chance to answer. | Play through until all questions are finished or you're out of time. | https://docs.google.com/document/d/1Hdk1kscmw2T8z_lDf9ECw4NZSnn5vptl7G8pbcuG9no/edit?usp=drivesdk | https://drive.google.com/file/d/1kn5EoJtWwHESL_OJVFpzuXzuwHgi6tKO/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2020-01-16 | English Olympics | Brandon | Jason Packman, James Modlin | JHS2 | Speaking | Word order | Print out pictures in color, 10 minutes | https://drive.google.com/drive/search?q=emk | Making sentences | Ss can make complete and accurate sentences | * Put students into teams (or have them choose their own). Four teams is ideal, but it depends on the size of your class. * The teams will choose a country as their team name. I told my students they couldn't choose Japan or the US (my country). * Have them sit neatly in their teams and assign each student a number so they know who is to go each time (e.g. Question 1/Student 1, Question 2/Student 2, etc.). *The first part entails showing the class a picture and then one student from each team has to raise their hand, get called on, and then form a complete sentence. Depending on your class's level, you can choose to be really strict (like I was for our prep school students) or more lax to ensure everyone enjoys the activity. | Dictation | Ss can understand and write in complete sentences | * Part two is dictation. One student from each team comes to the board, listens to the teacher say a sentence or question, and then writes it on the board. The first student to write the sentence/question correctly gets a point for his/her team. | Questions | Ss can make questions | * Part three, should you have time, is even more challenging. Teacher says "Make a question using the word __________." The teacher chooses words at random (I recommend using wh-words as well as ~ing words). * When the class is near its end, tally up the points and announce the winning team. | https://docs.google.com/document/d/1Zo2pUyJWnRybAd3IAXvvrxMhlk7KzGtori6AOn8w4NE/edit?usp=drivesdk | https://drive.google.com/file/d/11c7BSfMltjOj2ZMWJo1Y7S1l2cnmIoRW/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-01-16 | First Conditional | Stuart Dalziel | JHS3 | Speaking, Grammar | Conditional 1 (first conditional) | Print worksheets, print, cut and collate strips. | https://docs.google.com/document/d/1592GRfJt6rEnj0WLVu7H_qmHllzdmZPzUZ7eGI57mtM/edit?usp=sharing https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-worksheet-firstcon.pdf | Ss presented with a predictive clause about tomorrow’s weather (based on the forecast), for example “tomorrow is cold”. Ss asked if it has a high chance to be true, elicit “yes”. Ss asked if it has 100% chance to be true, elicit “no” (maybe board this, as it is key to understanding the usage of this conditional versus others).Choose one S with competent English, point out that tomorrow’s weather has a high chance to be (cold), Ask what they will therefore do (the plan should have a relation to the weather). Add the answer to the end of “tomorrow is cold” or whatever is boarded, leaving “tomorrow is cold I will wear a jacket.” Ask students one more time if this is 100% guaranteed to be true. Elicit “no”. Inform them that therefore we need one more special word at the start. Elicit “If”. | Further point out that the clauses can be switched without any change in meaning, as well as how to form negative forms with won’t and question forms. | Armed with all the information they need, Ss complete the solo part of the worksheet | a few model answers checked at the end as a group | Ss organize into groups of four. Each group given one set of strips. They should place them face down on the table and take turns turning over two at random, hoping to find a matching if clause and will clause. Ss keep matching clauses they found, S with the most pairs at the end wins. | Most groups finished correctly | Alternatively for lower level groups / if time is pressed, Ss can simply place the strips face up and try to pair them up correctly as a group. | Ss divide into pairs and turn over their worksheets from earlier. Take turns asking and answering questions. | Continue to bell | If the time remaining is excessive stipulate that they should note down their partner’s answer in writing to fill the excess time. | New Treasure 3, P.177 | https://docs.google.com/document/d/18j8li4z8UfK6GAwsH9XXxS69_e3JcK9IFQy_6ALaxdY/edit?usp=drivesdk | https://drive.google.com/file/d/1n9KdsfageWB23UxmGd-Kc0eej7aJZ0RX/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-01-14 | Can you play? | Brandon | Jason Packman | JHS1 | Speaking | CAN | Print out enough copies, 15 minutes | https://docs.google.com/document/d/1m5OLpluO58CTxfrPs_crQDoXSIrdArBuZfXjQdrzMVw/edit | Writing | Students can use can in a sentence | * Pass out papers. Ss write sentences like in the example, stating whether they can or can't do something. | Listening | Ss can write what they hear | * T says the complete sentences. Ss fill in the blanks. | Memorize | Ss can remember how to use can | * Ss memorize either A or B in the conversation, then perform it with the teacher for 5 points. | https://docs.google.com/document/d/1usTtXDq4LCFY8g0aClj0qNXV0370d-G--4Tw-NBFTXU/edit?usp=drivesdk | https://drive.google.com/file/d/1UpbtIL7c0OXFr4ouzQHcyl-JABuVp7SR/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2020-01-14 | Superlatives | Stuart Dalziel | JHS3 | Speaking, Pronunciation, Grammar | Comparison: Superlative adjectives and structures | Printing worksheets, bring last week's worksheets if incomplete. | https://docs.google.com/document/d/1bY7ydEAcO1vO_uw8sOKEMRxH_Ve9WLLSX2FRosZvBqE/edit?usp=sharing, plus one more worksheet designed on paper (see last week's plan for similar sheet, but using superlatives this time) | Comparatives to describe change over time | In the event that this component of last week”s lesson could not be completed, begin the class by taking time to finish it, as this is core content. | Basic SuperlativesPictures from last week used to teach basic comparatives recapped. Then add a third entity “C” to each of the two examples. Elicit “C is the biggest, B is the smallest, C is the most expensive, B is the cheapest” | “Superlatives” worksheet distributed and completed as individual work. | Ranked SuperlativesDuring prior worksheet activity, teacher boards 5 stickmen of varying heights (for illustrative purposes, it is probably better to mix them up rather than have them ordered sequentially). Teacher then puts “1st, 2nd, 3rd, 4th, 5th” on the board in another area. Elicit “C is the tallest, E is the second tallest” and so on. If necessary the inverse can also be done with “shortest”. | T then boards 5 items of differing prices. Go through the same process, modeling how to use “most (expensive)” and, if needs be, cheapest too. | Group RankingsSs split into groups of four. Asked to rank themselves using the new structure according to: age, height, distance of commute, English ability or whatever other designation the teacher chooses, and to write their answers as sentences on a piece of paper / in a notebook (one copy per group should suffice). | At the end a couple of groups can present to the class. | Pair CommunicationSs split into pairs and turn to the back of their superlative worksheets. A series of items are listed in groups of three. With their partner, each S must discuss the ranking of the items according to their beliefs / preferences and discuss their areas of agreement / disagreement in the ranking:“I think cheesecake is the most delicious, cookies are the second most delicious, and croissants are the third most delicious.” | “I agree cheesecake is the most delicious, but I think croissants are the second most delicious” | New Treasure 3, P.191 | https://docs.google.com/document/d/18bY0w-09HGvcKVYa-z4DRZC-lMu0wZVPVEScR3NwPj0/edit?usp=drivesdk | https://drive.google.com/file/d/1Wnk1VMlPE0mNLbDGulzLNES5cJPFdNn0/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2020-01-09 | Shopping Conversation | Brandon | JHS2 | Speaking | Adverbs | None | Reading | Ss understand the grammar | * Ts read the dialogue and check for comprehension. If available, JTE can explain points the Ss didn't understand. * Shadowing, then class roleplay with T as one role. * Change vocabulary using the exercises at the bottom of the page and shadow. * Partners roleplay, doing each role once. | Writing | Partners come up with their own ideas | * T writes framework, blanking key words, on the board. * Pairs come up with an original version. | Perform | Ss give perform their own version | * If time allows, pairs memorize and then perform their original skit. If no time, allow for reading but maximize eye contact. | New Crown 2, p. 109 | https://docs.google.com/document/d/1EVd05qkbve7MOBI6_1r_rjgI831_O6n9BeoxWPklv5g/edit?usp=drivesdk | https://drive.google.com/file/d/1vokBVCzEAtqc5EaJKLlIz46fh79pMkfb/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2020-01-09 | What did you do this winter vacation? | Brandon | Jason Packman | JHS1, JHS2 | Listening, Speaking | Past simple tense | Print out handouts for each student, 20 minutes | https://docs.google.com/document/d/1ATyxUhG6ay2MaaO8ObYnmxSBxi_NMXGyuySciC-y1oA/edit, https://docs.google.com/document/d/1rxusmhGG5IE2jnAbVfwr-s3nbugYhu6d-9xZVQwYSJg/edit | Warm up | Ss can use simple past | * Intro winter vacation and say one thing you did. * Ask each S to do the same. | Vocab activity | Ss learn/review past tense form | * Hand out the worksheet. Go over a couple examples converting present to past, and ask the Ss to finish. | Listening | Ss can understand spoken past tense | * Read the dialogue and have students fill in the blanks. Check the answers as a class. | Dialogue | Ss can talk about their own winter vacation | * Have Ss fill in the blanks in the final dialogue and have them memorize, depending on ability. *Once ready, each S performs the dialogue with the T for 5 points. | https://docs.google.com/document/d/1a2d11kiJlqo-GWtpWDntOYhZSnqwxD-Ya43AIf0gtWc/edit?usp=drivesdk | https://drive.google.com/file/d/1QEXn_TLvZpsfbc4ER49LvAcN6CrBbjfs/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-12-09 | SHS1 Lesson 6, Term 3 2019-20: reviewing persuasive language and the second conditional (presentations i) | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking, presentations | Conditional 2 (second conditional) - would | Print outs of the A3 presentation sheets (one copy A3 per group), chindogu colour prints to inspire students | https://drive.google.com/open?id=104gzTdi7YSeZdDryabrymntUAi3ORUM8Oat5rEjfoVE, https://drive.google.com/open?id=14xQgX44jFvydlAGIaarKkrKagf52LASG5Q9hXZPJ-ls | Greet class | When students have warmed up and reviewed the second conditional verbally | Give them a problem to solve verbally in pairs: e.g. 'If you lost your key today, what would you do?' (2nd cond) 2nd conditional= If + Past Tense would + inf | JTE clarifies the second conditional tense | when students have deeper understanding of 2nd conditional tense and its usage | This grammar is complex but essential. Don't rush and emphasize how often this is used on university tests. There can be no question of its importance, so students need to be focused and taking notes. Students should have studied this grammar in detail in their classes, though they typically make word choice mistakes around could/should/would and often have questions about 'if I was' Vs 'if I were'. Clarify these points to minimize error. Emphasize the 2nd cond. is used for unlikely present/future scenarios (and, if an advanced group, that the 3rd conditional is used to express an unreal past regret and wishing things had been different etc.) | The presentation project is launched | Students understand the basics of the presentation project and the timeframe, and have seen an example | Ask students to make groups of 4, this is a three lesson project and they CANNOT change groups later on. Each group is given the handouts on A3 paper (one set per group) Model an infomercial with the JTE, or use a video as appropriate. Show the 'Chindogu' useless inventions pictures for inspiration and emphasize that you want them to pitch a fun idea, rather than get caught up in details or logistics. Explain the project and handouts: S will make a skit infomercial/commercial in groups. They will design a new piece of technology. (totally unrealistic is encouraged) They will say in their commercial what would have been different about the past if people had had this tech. They say what would be different now/in the future with their product and how our lives would be improved. Students should aim to make their skit funny. It is PEER reviewed. Go over the marking criteria. Really belabor the presentation date to classes with poor attention to detail/adherence to deadlines. Explain the entire class will present and students won't know presentation order until the day, so there will be no way to sneak out of presenting. | JTE notes student groups | JTE has made notes of groups while students listen/start working | These will be used to make the running order for presentation day. STUDENTS WILL NOT KNOW THE ORDER (this is to keep the pressure on all S to be 100% ready on time. | Students work in small groups to come up with a product idea and begin to delegate tasks. | Students discuss, decide and write in their product idea. | Students have a fair idea of what their topic will be. Hurrying students is quite important at this stage as they tend to dither or chat too much. Give a clear time frame and get them to tell the JTE who should note it down. | Final details emphasised | S understand how this project will unfold | Emphasis that students will be giving peer feedback and need to make sure they have something ready to present. Classes with fewer lessons will tell S to finish for homework, those with more sessions will have another prep class before presenting. Students are reminded of the deadline Students know what they need to do before the next class Make sure S delegate within their team who will do what. They should find some images before the next class, or start to prepare their script for HW. Explain: STUDENTS WILL NOT KNOW THE PRESENTING ORDER (this is to keep the pressure on all S to be 100% ready on time.) N.B If you only have 2 lessons to deliver this project: Make sure S know they must write their script, practise and be ready to present next class. Make sure S delegate within their team who will do what and when they need to do it by. | Time Zones 4 | https://docs.google.com/document/d/1PYzncZf_vmoEkrNV_Bi9jcA5MkZSYGcI02lFPPdiPmc/edit?usp=drivesdk | https://drive.google.com/file/d/1X_QEHdprJEFMq9neaba69wZm0NV8dJYf/view?usp=drivesdk | ||||||||||||||||||||
| 2019-12-09 | SHS1 OPTIONAL Lesson 7, Term 3 2019-20, reviewing persuasive language and the second conditional (presentations ii) | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking, presentations | Conditional 2 (second conditional) - would | A few spare presentation prep prints | https://drive.google.com/open?id=1tDCdUJa8qIOI_V14Du-EWtb6dOntlFqfclMvYVAHxOg, https://drive.google.com/open?id=1Up8UIovZdPX6jNqCmeeNO_u4Fzr8klBYoTixSuyor88 | Greet the class and introduce the project | S work on details of their presentation projects | S are directed that today they will work on 2 points: 1. Finishing their skit script 2. Practising their presentation to maximise their score Get S into their groups of 4-5. | Students work on finishing their script | S have completed their script | Don't let this drag on, the script should be done or nearly done already, 15m should be plenty to finish off any loose ends. | S practise presenting and delegate any unfinished tasks | S work out who will say what, the acting style, and develop their volume and movements etc. | S should also work out who needs to finish and bring illustrations, any props/costumes and so on for the final presentation lesson. Remind students of the grading criteria and make sure that they finish at home if they haven't already done so. | https://docs.google.com/document/d/1xWou0MHCVleRN6l7t5urDkz4s8Jmh3x0hjDRMVm65ek/edit?usp=drivesdk | https://drive.google.com/file/d/1CBbfCboqunhHGL2FhkS-WqwdAZXEyBVq/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-12-09 | SHS1 Lesson 8, Term 3 2019-20: Peer assessed Presentation using persuasive language and the second conditional (presentations iii) | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking, Presentations | Conditional 2 (second conditional) - would | Peer grading sheets | https://drive.google.com/open?id=1oWEeznSi-NFpizkXDwlQ-9wPJ9Ndrzt12cZ34xuso8A | Greet class and explain presentation proceedure | Students have greeted and understand how to grade and the way things will run | Split the class in 2 and get set up | The JTE and NET have each taken several small groups and divided the class | Students are seated in diagonally opposite corners, the audience facing the corner and presenters standing in the corner looking outwards. This is to reduce noise interference as much as possible whilst still having everyone in one classroom. Distribute peer marking sheet and explain (5= good 1=bad etc) Students form their small project groups. Students in previous years have cooperated very well with noise levels and chatting as they don't want to throw off their classmates and are grading their peers. Though NETs should be prepared in cadse things don't go so smoothly. Reiterate grading criteria and briefly explain the grading sheet. | Presentations begin | when students have presented and their peers have graded them | Make sure you work with the JTE to manage any volume issues etc. Give students a limited time to grade their peers (1-2m/ group),manage any presentations that are dragging on too long, are far too quiet etc. Make sure students act quickly and the next presenting group prepares quickly to ensure smooth flow. Usually students are very cooperative and enjoy this project as it is entertaining to watch. | Feedback | When students feed back on the different groups within their 1/2 of the class. | If there is time, once the presentations are done the group should chat quietly about the good points of each presentation and what could be done better next time. Manage noise carefully to ensure no groups still presenting are interrupted. | Congratulate the class | When students have been praised for their hard work and creativity. | https://docs.google.com/document/d/178-4IKKAPKZ-1fOiYNAMxzaNqz3Fz8yDqoQv2D0Ifww/edit?usp=drivesdk | https://drive.google.com/file/d/1uNdaXD43OhXWjxo0s7XAHPaUDolUYNDE/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-12-09 | SHS1, OPTIONAL lesson 5, Term 3 2019-20 | Jennifer Willett | Also taught by Stu Dalziel | SHS1 | Listening, Speaking | Conditional 2 (second conditional) - would | Print ultimate tic tac toe worksheets | https://drive.google.com/open?id=1LyrKT3IrTrOOwfxYeIR_I8AsILccv8Rj | Greet class | S have warmed up using some of the second conditional patterns from last lesson. | What do you wish you could buy?', 'What do you wish you could do?' 'Who do you wish you could be?' etc in pairs. Feed back and a few S should share after 3m of chatting in pairs. | Go over how to use would or could with second conditional | S have clarified usage of would vs could | JTE should explain the subjunctive mood and how to use could, should, would, reminding them of their grammar lessons. | Ultimate Tic Tac Toe | S have consolidated their understanding and gained fluency through a game | Note: This game sounds difficult when you read about it, but it’s pretty simple when you watch it. Just model it and the Ss will understand quickly. This video: “Ultimate Tic-Tac-Toe: The Rules” for a great, short video. https://www.youtube.com/watch?v=37PC0bGMiTI Ss janken, the winner goes first: The first S may choose any square (9 Tic-Tac-Toe boards in total and 9 squares on each board makes a total of 81 squares to choose from). Once a square is chosen, the S makes a sentence using the grammar structures provided. After making a correct sentence, the S makes their mark (an X or O). The game basically goes as follows: 1) Each turn, mark one of the small squares. 2) When you get three in a row on a small board, you win that board. Mark the board with a giant X or O (if it’s a draw, scribble it out). 3) To win the game, you need to get three in a row ON THE BIG BOARD. The fun part is that, in general, you don’t get to choose which of the nine boards you get to play on—that is determined by your opponent’s previous move. Whichever square the opponent picks becomes the next board you must play on. For example, if your opponent chooses the lower right square on any of the nine boards, the next board you must play on is the lower right board. If you then select the bottom center square on your turn, then your opponent must play on the bottom center board next round. If your opponent then selects the bottom center square on their turn, you will again play on the bottom center board. So on and so forth. A few special cases: If the board you are supposed to play on is a tie or already marked with an X or O, then you can choose to play on any board. Additional, Optional Rules to encourage English speaking: -If your partner uses Japanese, you may make a free mark on any square ON THAT BOARD. -If your partner is unable to make a grammatically correct English sentence, they don’t get to make a mark. Listen to them carefully. - If your partner cannot make a sentence, not only do they not get to make a mark, but you get a chance to steal that spot! If you can make a correct description quickly, you can make a mark on that space. Note, you don’t get time to think, you must make the sentence within 5 seconds! | If time free conversation in response to prompts | S work in small groups, moving around the room if desired, to ask and answer each prompt three times. | Prompts: S ask 3 friends 'If you could take classes in something you can't learn at this school, what would you do?', 'What would animal would you be if you were an animal?', 'If you were prime minister, what new law would you make?', 'How would your life be different if you were a cat?' (practising using I could/couldn't) | Time Zones 4 | https://docs.google.com/document/d/1RqC9yE7zwlpXyw9MsCjzUTIIrQqdBIUHLfL54p7eRso/edit?usp=drivesdk | https://drive.google.com/file/d/1l5qpl0KqAqPyNFbD3OZ0N2wpgUZXajIO/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-12-09 | SHS1 Lesson 4 Term 3 2019-20 Second conditional | Jennifer Willett | Also taught by Stu Dalziel | SHS1 | Listening, Speaking | Conditional 2 (second conditional) - would | No worksheets, textbook and audio only | Greet class | Warm up and introduce key language | Ask the class 'What do you wish you could do today, instead of being at school?', model with JTE S answer in pairs some S feed back to the class | S practise listening | Complete preview listening A & B Unit 10 Time Zones 4, pg 97 | Check key vocab by eliciting from stronger S: cure, disease, architect, [Olympic] record S attempt listening A and B (listening to the audio twice if required) Check answers as a class, drilling with S, so they get used to using "would" | Conversation practise | S do activity C pg 97 | Short pair conversation, should take 2-3m only. | Language focus- correct common grammar errors | Drill language focus on pg98 | When drilling clarify the following: -When to use I wish I **was** Vs **were** -Usage of could/should/would, S commonly use should in these sentences where it is unsuitable, and misuse could. -Reinforce that can>could, will>would and that constructions using should are archaic and unnatural e.g. 'If I were rich I SHOULD travel the world'. | S apply their knowledge | S have applied their knowledge in Activity C pg 99 | S independently complete C, using the knowledge just reviewed, then check using the lesson audio. | S further develop confidence using key language | S have applied their knowledge in Activity D pg 99 | S complete D independently and then we check as a class, calling on S to contribute if preferred. | If time play criss cross | S have a chance to apply their language knowledge once again, creating a strong basis for more involved activities next time. | Ask S the following questions or similar: If you were a ghost who would you haunt/what would you do? If you were a teacher what subject would you teach? If you became famous, why would you want to be famous? (inventor/actor/writer/criminal mastermind etc) If you could do anything today instead of school, what would you do? If you could eat dinner with your homeroom class in any restaurant, where would you eat? If you could meet anyone famous who would you meet and why? If you could make any machine, what kind of machine would you make? If you could go anywhere in the world, where would you go? If you were an animal, what kind of animal would you be? If you could remove one school rule, which would you remove? If you were a god, which god would you be? (Benzaiten? Amaterasu? Shiva? Ra?) What's your wish about your career/your future house/your family/your school life/ your bedroom/ your dinner/ traveling/ your homework/ your friends etc? | Time Zones 4 | https://docs.google.com/document/d/1uHnsOoOWEi0wiaZtUY9ddeiIvEOBo0ZqSAirjleK2hU/edit?usp=drivesdk | https://drive.google.com/file/d/1fuGmaGEjM9fohEhXRB3miDfZjEPTpeos/view?usp=drivesdk | ||||||||||||||||||
| 2019-12-09 | SHS1 Term 3 2019-20 Relative clauses OPTIONAL lesson 3 | Jennifer Willett | also taught by Stu Dalziel | SHS1 | Listening, Speaking | Relative Clauses: Non-defining | Jeopardy game cards, magnets | https://drive.google.com/open?id=1l9T6SiVUCzXsVoD364pF0PL-UncYjPW7J4ko_PZYMH0 | Greet class | Students describe a teacher using non defining relative clauses and thier friends guess who they're describing. | Model this simple warm up with the JTE or a student first. | Students develop listening comprehension | Students have completed listening activity D | D pg 59 of Time Zones. Use this time to ensure you've covered A,B,C &D from the textbook. If you've already done them, do the pronunciation activity, if not, spend 5-10m catching up on all the listening content. (WE NEED TO COVER THIS FOR TESTS APPARENTLY) | Students develop their use of non defining relative clauses to add information | S have played a speaking game to develop fluency | S are split into teams (4-6 teams total is ideal). Teacher places jeopardy cards on the board in a grid with *MONEY VALUES* facing out and the topics hidden. S teams take turns picking a card ranging from $100-$1000 (value reflects the difficulty of the object, place, or person they need to describe). Within teams students take turns ensuring all speak and are engaged. If the student whose turn it is can make a grammatically correct sentence about the topic using relative clauses they can get the money ADDED to their team's total. If they fail then the money is SUBTRACTED from their total and competing teams take a shot to grab that money. This means the game is high risk and should keep tension and engagement up. | Time Zones book 4 | https://docs.google.com/document/d/1_aw5hCiZVCZmzGhgnB837y17zWSgY_ULHWNSEap4o60/edit?usp=drivesdk | https://drive.google.com/file/d/1_ty_En9AnR4qPg7993DayDQqnrKtKjnf/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-12-09 | SHS1 Term 3 2019-20 Lesson 2 Relative Clauses | Jennifer Willett | Also taught by Stu Dalziel | SHS1 | Speaking | Relative Clauses: Defining | Grammar bingo envelopes, black preposition cards, yellow pronoun cards and bingo grids. | https://drive.google.com/open?id=1yf7QlerabzajwSkIu3LKIXdvxr_2PUA3zlzVeDmb1FQ | Greet Class | S have warmed up | S should talk about a friend in pairs and others guess who they're describing and use relative clauses in their descriptions. | Listening activities | S practice listening comprehension | Pg 57 Time Zones LISTENING A& B relative clauses sheet attached can be given to classes where the game won't work because of behaviour, or as homework. Page 59 Activity C: Check the vocabulary first: region, jellyfish, bell-shaped, oceans (most students say sea) Do the listening activity (play twice if necessary) and check answers with S. | Play grammar bingo game | Play a speaking drilling game to increase accuracy and contextual awareness of when to use relative clauses. One team has won the game, or continue until there is a blackout on the grid if they finish quickly. | We've been asked to practice an especially formal pattern as this is on tests, despite being rarely used in daily life. It's worth explaining that word order can be altered to create less stiff sounding formal sentences. Grammar bingo using non-restrictive relative clauses: 1. The school FROM WHICH I graduated is in Osaka. (alt: Which I graduated FROM) 2. I found the book FOR WHICH I was looking. 3. She couldn’t remember the name of the musician she was thinking. 4. My wife, TO WHOM I’ve been married for 10 years, is standing over there. 5. The train ON WHICH I came was an express. 6. He often spoke about topics OF WHICH he knew very little about. 7. The family bought a house with a garden IN WHICH their children loved to play. 8. The roommates WITH WHOM I live are often too noisy. 9. The chair IN WHICH you're sitting was made by me. These sentences printed in colour, are cut up and the word 'who/whom/which /whose/where' is REMOVED. •Make a 4x4 grid in chalk on the board and place the envelopes in the grid (16 spaces and 16 envelopes) •Give each team one set of yellow cards (who/whom/which/whose/where) and one bingo grid •Get the team to choose one ‘runner’, everybody else MUST say seated throughout for safety reasons, get the students to clear any obstacles like bags and flasks from the floor so the runners won’t trip. Demo the game: •Play the game: - the runners all run to the board and grab an envelope, then return to their group. •They arrange the sentence and insert the correct word from their yellow card set to complete the sentence. •They raise their hands and a teacher checks, the students must read the sentence together, if they don’t get it right or don’t speak then they must re-do it, walk away and help another team. If they get it right they can cross the number contained within the envelope off of their bingo grid and return the envelope to the board, taking another and repeating the process until they have bingo. •The JTE should be checking half the class, you should be checking the other half, if there are about 8 teams of 5/6 students it’s manageable, but if you make the groups smaller and have 11 teams of 4 playing, then you’ll run into trouble. •Watch out for: •Noise levels •Open windows mean a breeze can send all the cards flying •Stress that students must check they have all the cards when they return them to the envelope, otherwise the game becomes impossible to play. •Students mustn’t peek into the envelopes on the blackboard to get the number they want, they should be taking them blind and returning them to the same place on the board, which adds an element of chance, allowing weaker students to have a shot at winning the game. | Time zones 4 Unit | https://docs.google.com/document/d/1I0rTa-nydUAcJ4Mm4lTQvyZAApotBvk6yhr1clc8jrI/edit?usp=drivesdk | https://drive.google.com/file/d/1hdswDeuFLD0qY9E35pC5uqM5lMVOktRw/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-12-06 | Comparatives | Stuart Dalziel | JHS3 | Speaking, Grammar | Comparison (comparative and superlative) | Print worksheets and conversation guides, get familiar with plan | https://drive.google.com/open?id=1JqpCqlOLZlLxKRZclpc_EKtSrJ2Vq0CQ | Basic ComparativesTwo circles boarded, A and B, of different sizes. Elicit A is bigger than B, B is smaller than A.Two shop items boarded, labeled with different prices. A is more expensive than B, B is cheaper than A elicited.Students are then asked to partner up and come up (orally) with three differences between each other.“You are taller than me, I am shorter than you” | A few pairs then feed back to class.To consolidate, Students complete the “Comparatives” side of the worksheet. | Relative comparativesPicture of a student studying hard and then receiving a good exam score boarded. Picture of a student being lazy and then receiving a bad exam score boarded. (set this up during the previous worksheet activity)Guide the class toward making the sentence “The harder you study, the higher your exam score” | Ss complete the Relative Comparatives side of the worksheet. Compare a few answers at the end as a class. | Comparatives to express change over time / trendsDuring the previous worksheet activity, board a large graph titles “Class (Number’s) English Skill”, dated along the horizontal axis from when you first started teaching this class until now. Draw a line showing improvement over that time...even if it isn’t true!Teach them the phrase “Class (number’s) English is getting better and better.”Relabel the chart something such as “Mc Donalds cheeseburger price”, with prices along the vertical and dates along the horizontal from 1955 (15 cents) to today (1 dollar)Elicit “Mc Donalds’ cheeseburgers are getting more and more expensive” | Split students into pairs and distribute guided conversation prompts (one per pair.) Instruct students not to write on them. Demonstrate with your coteacher how to give opinions using the prompts (each pair member should make an individual sentence for each prompt) and the partner should state whether they agree or disagree with that opinion). | Note: As this lesson covers quite a lot of ground, if you don’t get to finish this point, it can be carried over to next week’s lesson, as the content will be a little lighter and the grammar points are related in lessons 1 and 2. | New Treasure 3, P191 | https://docs.google.com/document/d/1RuJqM8I92RBbCudIGRdzgxJIjAoCww_u1YhBcI-fu9s/edit?usp=drivesdk | https://drive.google.com/file/d/1mG2kyaI0JVe_vG55QKdqR-pOum6OufRU/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-12-05 | SHS1 Term 3 2019-20 Lesson 1 Relative Clauses | Jennifer Willett | Also taught by Stu Dalziel | SHS1 | Speaking | Relative clauses | taboo cards (printed last year) | https://drive.google.com/open?id=1qCKu869jMzGShECt1F8HVNBXqQK9xtYH64LVXjhLF80 | Greet class | Students have warmed up | When S have warmed up and spoken about vacations Ask S to chat about what the best parts of their vacations were and get feedback from a few. | Introduce key grammar- relative clauses | When S have become familiar with the key language | Talk with the JTE about your vacation, use some restrictive (AKA defining) relative clauses Clarification: The book that she read was important for her essay topic. (restrictive) The people who were interviewed volunteered to be part of the study. (restrictive) The Open University, which is entirely online, has its main office in Oxford. (nonrestrictive) RELATIVE CLAUSES The present that I received is really wonderful. The friends who I celebrated New Year with are really fun and we had a great time. etc Check meaning with students and focus on who/which/that in the relative clause. Make sure they know when to use them appropriately. 03 Action Students practise restrictive relative clauses using a Taboo style speaking game 03 Complete Condition S gain confidence with grammar and its application 03 Notes A person who… A place where… A thing that… A time when… A day when... Taboo guessing game: Make groups of 6, in each group there are 2 teams of 3 Students are given a deck of cards by teachers that they are not allowed to touch look at, they are face down on the desk. A S stands and takes the top card. They must NOT show it to anyone. They must fold their arms to avoid gesturing and use relative clauses to describe the thing on the card. Card items: Donald Trump (taboo:USA/America, president, whitehouse) taiyaki (taboo: anko, fish) love letter (taboo: ) onsen (taboo: hot, water, bath, sento) pachinko (taboo: any pachinko brand name is taboo, silver, ball) Tanabata (taboo: July, bamboo) vending machine (taboo: drink, machine) Hayao Miyazaki (taboo: Studio Ghibili, all ghibili film and character names are taboo) toilet paper (taboo: toilet) star (taboo: night, sky, moon) ghost (taboo: dead, haunted house/mansion) tanuki (taboo: Pom Poko) Your homeroom teacher (taboo: teacher, school, homeroom, class, classroom) kendo (taboo: stick, sword, mask, PE/Gym, hit) sofa (taboo: soft, sit, living room) firefighter (taboo: fire, fire engine, water, red) Funashii (taboo: yellow, NO FUNASHII VOICES, character,) Jamu Ojiisan (taboo: Anpanman, baker) your locker (taboo: classroom, books, lock) birthday (taboo: birth/born, cake, presents, happy birthday, party) knife (taboo: cut) okonomiyaki (taboo: eggs, Hiroshima,) shampoo hat (taboo: shampoo, bath, shower, head) Daily Yamazaki (taboo: convenience, store/shop,) Hachi the dog (taboo: Shibuya, station, statue) The person with the card will try WITHOUT GESTURES to get their teammates to guess the word. Persons from the opposite team will monitor the person speaking to make sure: they use relative clauses for EVERY sentence, they MUST NOT use gestures, the key word, or any of the Taboo words. This includes synonyms or Japanese words. The other 2 members have 2m to guess (adjust timing depending on the group), the opposing team monitor time as well as taboo words. If the 2 members of their team guess they get 2 points. If they are close but not exactly they can get 1 point. Any disputes resolved by teachers/janken. Then the teams switch roles. Play switches back and forth, the student taking a card rotates within their 3 person team. ------------------------------------------------------------------------------------------------------------ If the game is too hard let S play with only the target word as taboo, or allowing them to say one taboo word on the list but any more and they are out. | If time S complete some further exercises to build fluency | S should talk about their family and their home in their groups of 4 with a focus on using relative clauses. | Time Zones 4, Unit 6 pg 57&58 | https://docs.google.com/document/d/1yIIL9tHx3V5V1XdCl5l5sNoFj96nPAaAsizJwHb2b2c/edit?usp=drivesdk | https://drive.google.com/file/d/18YJOAytsIoCePgPDBzrWgmx3V2vKPh2Y/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-12-05 | JHS2 Lesson 19B - Welcome back (Pronouns Review) | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing | Pronouns: Reflexive pronouns | Print the activities | https://drive.google.com/open?id=1g3voCUaecXBTGL3UGxF8BQLwgXualhFjfifxZF4wduc | Greet the class. This will be the first lesson back after the winter vacation so ask some students a question based on that. What did you do during the winter vacation? Where did you go? What did you eat? ETC. | Students may be rusty so you can get them to think about their answers and jot them in their notebooks for a few minutes. Tell them what you did so that they have an idea of the sentence structure. I went to _________. I enjoyed _______. I __________. See if they can remember the pronouns that they studied in the previous semester. | We didn't have much of a chance to study Subjective Pronouns in the previous semester so now is a good chance to refresh their memories. Model the activity "What do you think of ________?" You can pick a silly character to encourage participation. Ask a few students and gather some ideas on the board. Encourage the JTE to offer some answers as well. | What do you think of Master Yoda? - I like him! He is very cute and powerful. What do you think of Chip N' Dale? I dislike THEM. They are _________. ETC. | Distribute the activity. Students work in pairs and interview their partner to get the answers. They must also make their own original question. Wander around the room and give them ideas if they are stuck. We should have some good ideas on the board to give them a helping hand. This should take around 5-10 minutes. Allow some students to present their ideas if you wish. | Students have completed the activity and have demonstrated understanding. | Explain the boardgame to the students with the JTE. Pronouns Team Battle. Team numbers are flexible but I find it works best in groups of 4-6. | Students have completed the game. | Boardgame should be printed at maximum size and have the students return them at the end of the class. Make sure that they understand MISS A TURN etc. 1,2,3 = move one space. 4,5,6 - two spaces. Incorrect answer or not answering in a full sentence = move back one space. Crazy monkey square = Go back to the start. | https://docs.google.com/document/d/1L1ub8Ki4WJ7ijZu-p7XvzWGZxUXhsmWbbdIx51cBaEQ/edit?usp=drivesdk | https://drive.google.com/file/d/1IP_pdgYDR2qq6DwNYnC3yjLm6f8s1o9x/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-12-03 | Christmas | Jason Packman | Brandon Lindsay, James Modlin | JHS1 | Listening | Nouns | Christmas | cut out lyrics, could take some time. | https://drive.google.com/file/d/0B6JStFJkqFs3Z3BEN3liV0FJZWs/view, https://drive.google.com/file/d/0B6JStFJkqFs3aUluS2tCWFJ1UWs/view | Make up exams, notebook check | all students have made up exams and done a notebook check | Students listen to a christmas song | Students can put the lyrics of a song in their proper order | T plays rudolph the red nose reindeer. T explains words they think students can't understand. Teacher can even sing or say the song once with the class, but don't show the students the lyrics. T then passes out the lyrics to the students in cut up papers. T then plays the music, and S try to put them in proper order. Play song several times. teacher then checks to see if students got it right. Rudolph, the red-nosed reindeer had a very shiny nose. And if you ever saw him, you would even say it glows. All of the other reindeer used to laugh and call him names. They never let poor Rudolph join in any reindeer games. Then one foggy Christmas Eve Santa came to say: "Rudolph with your nose so bright, won't you guide my sleigh tonight?" Then all the reindeer loved him as they shouted out with glee, Rudolph the red-nosed reindeer, you'll go down in history! | Christmas Crossword | Students can put the christmas vocab in the proper place | T reviews the words on the christmas crossword present, snowflake, stocking, reindeer,candy cane, angel, tree, holly, ribbon, star, candle, misletoe | https://docs.google.com/document/d/1hKOHN8iRPomDVt5SxfLnINlKEDV4sRrePP6vgLvo9AE/edit?usp=drivesdk | https://drive.google.com/file/d/1HOrs4o9OI-B_cIOodQMlXVekmoZYgUVu/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-11-28 | Comparitive Jeopardy | Brandon | Jason Packman | JHS2 | Speaking | Comparison (comparative and superlative) | Quiz game | Print out a copy of the trivia, bring a paddle for each team (4,5), print enough worksheets, 15 minutes | https://docs.google.com/document/d/1TBtGYUqs63niMKFyVe48EKcg40-fLzUOHajv5EgexfQ/edit?ts=5ddcc480 | Practice making questions | Students can make questions out of statements | * Write a comparitive statement on the board. E.g., Oranges are sweeter than watermelon. Ss shadow. * Show how to convert the statement into a question. What's sweeter than watermelon? * Practice with a few more examples. | Play Jeopardy | Students are comfortable making comparative questions | * Split the class into four teams. Write categories and point amounts for each question on the board. * Explain how to choose. "Fruit for 200, please." * Give a paddle to each team. Only the person holding the paddle can answer. After each chance, they rotate around the team. * Ask a question. The first team to raise their paddle has a chance to answer. * Continue until all questions are answered. | Wordsearch puzzles | Students can understand the story of Thanksgiving | * Pass out the word search puzzles. When they're close to finished, explain that the word search words can be used to fill in the blanks for the other worksheet. | https://docs.google.com/document/d/1KQIw_wGy5DLeSETRCeaR1t4mj3rccxsdjdTCxJvwHHI/edit?usp=drivesdk | https://drive.google.com/file/d/11j43P-P05bPX-UivWjjlc5KgWpmq552U/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-11-27 | SHS3 Final lesson 2019-20 | Jennifer Willett | Also taught by Andy & Stu | SHS3 | Writing | NONE | Ms Shiga's warm up problem, SMART Target sheets and study planners | https://drive.google.com/open?id=1JqCbeHtRLNJPoPqCWdArtSsbCPtdgsqYQFPQZuHkVbo | Greet class & collect feedback survey | S hand in survey anonymously, so provide a box and let them do that without paying attention | Warm up | S do the donkey picture problem prepared by Ms Shiga for 10m. They use comparative writing skills taught last class. They then check the model answer | Split into tutorial groups | Split into small groups and ask S to bring out their HW essays & blue feedback cards. | Ask S to fill in their feedback for this week, but also to look over their cards to see which errors have been common over the course of the whole year. | S have identyified areas to target in their winter independent study | S make SMART targets to focus their independent study intentions | Hand out SMART target sheets and explain how to use them to target specific issues. | Give examples of the flaws with vague goals like 'get better at English', or 'write faster', then compare with SMART targets and S will soon see the advantage of using SMART targets | S pick problems to complete from their study packs and make a study plan | S have made a comprehensive study plan for their first solo week studying in the vacation | Remind them to revisit and amend their study plan after a week. | Boost egos! | Ask S to compare their first essays and feedback with their latest work to help them understand how far they've come. | Remind them that they can still make good progress if they use the time well between now and the uni exams. Reassure them that the teachers are always going to make time for them and let them know your availability (your designated S3 office hours/free periods). Encourage them and make sure they end feeling confident that even if they're not ready yet, they at least know *how* to get ready from now on. | https://docs.google.com/document/d/1MXBiGZkqL-r81slA5vVNxPP-vG0aqZx369Q-KsZ-I3w/edit?usp=drivesdk | https://drive.google.com/file/d/1IgzHwD4JF69IFr4F58EHyyPAlnItpsO9/view?usp=drivesdk | ||||||||||||||||||||||
| 2019-11-26 | Gerund clauses and review | Stuart Dalziel | JHS3 | Pronunciation, Writing, Grammar | Gerunds | Print worksheets, quiz sheets and academic word list, arrange desks. | https://drive.google.com/open?id=1Nh0cOvW3ZsYtKcBzT28FTKMt0BAdgUpXArfC1f_30c4 | https://englishstudyhere.com/vocabulary/250-academic-words-list/ https://www.lessonplanet.com/teachers/gerunds-and-gerund-phrases-6th-10th | ESSAY PROJECT: Final Write Up / EvaluationEither final write up finished or evaluation page conducted, depending on how far individual students have gotten. | Project finished and handed in | Gerund Clauses WorksheetsA very brief introduction to gerund clauses given, as they have studied this already - we use “ing” in order to convert the verb to a noun. It can be either the subject or the object of the sentence. It is fun to play tennis > Playing tennis is funWorksheets distributed and a couple of examples run through before being completed as solo work. | Answers checked as group | PRONUNCIATION BEE / TEAM SPELLING QUIZ | As this is the last session of the semester, the remaining time can either be given over to fun skills based English activities or independent exam preparation, depending on the wishes of the teachers, the students and the school.Pronunciation Bee: Students divided into teams according to their rows. A word with tricky pronunciation from the “academic word list” is boarded. The first student in each row stands up. They take turns to attempt pronouncing the word. The student with the closest effort wins a point for their row. The student behind then stands up and the process is repeated with a new word. Continue until all students have attempted a word.Team spelling quiz: Students divided into teams of 4. Each team given a quiz paper. Teacher reads out a list of ten words with tricky spelling from the “academic word list”. Ss attempt to write the word in their teams. Obviously they can confer, but should take care that their answers are not overheard by neighboring teams. Papers swapped and marked at end. | New Treasure 3, Lesson 10 | https://docs.google.com/document/d/1-qmgVeoI85y9Znbv9Jb9UcV6PJ_j2F-_uGnUo0fLwJA/edit?usp=drivesdk | https://drive.google.com/file/d/19tVgOtsi4kD8thTqGAeBhszHBfljogFC/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-11-20 | Summaries | Stuart Dalziel | Jen Willett, Andy Hughes | SHS3 | Writing | OTHER | Writing summaries | Bring marked homework and all printouts for this lesson | https://docs.google.com/document/d/1CiCD6V1w2klLcoi_cJKP85Mt2hXn2K6gwlV_1McTGJc/edit https://docs.google.com/document/d/1dYZnPcpnX_HblQ9If_KZqo8R34w0TQMY0sr655SUJDs/edit https://docs.google.com/document/d/1BVgzQRJzHNxYjfotuKdxYHaruGtbAQWa_b59mvfKDOM/edit | Previous homework distributed, blue cards filled out and new homework collected. Miss Shiga’s special homework distributed. Any announcements / misc admin also dealt with here (Gaidai material / Waseda translation summaries) | Admin taken care of | Students given the warmer activity, which affords them 10 minutes to summarize the passage into 3 sentences. | Time limit expires | Presentation of language tips on today's theme | Summarizing tips sheet gone through | Main Activity Ss are given a block of text which needs summarizing. Firstly they should underline the main point(s) (there are around 5). Compare answers with groupmates to see if the responses are similar.They must then summarize the text to three escalating levels of severity: 65 words, 40 words and 25 words. Again, responses can be compared and contrasted either at the end or after each stage of the activity. Model response on back can be looked at at the end. | Model responses checked over | https://docs.google.com/document/d/1EfJjZxX99D5AoesXk0iZ1xLwaSeF5doQg-TpC1rkDmk/edit?usp=drivesdk | https://drive.google.com/file/d/1vcVBX44mQqbNjwzYPOhUNDS6E0eA8mY6/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-11-20 | SHS3 - Comparisons | Andy Hughes | Stuart Dalziel , Jennifer Willett | SHS3 | Listening, Speaking, Reading, Writing | Comparison (comparative and superlative) | Comparison: Comparative adjectives and structures | Make all of the print outs. | https://drive.google.com/open?id=16HS5MjW_VKozpednEJ5yjmSpgldPxMYV, https://drive.google.com/open?id=1qOGci0SlLqxZgVyOcLJDJqsDqskBadzt, https://drive.google.com/open?id=1grpnM5dwVEFFVtTGXyo-ApoKgPRWIsOm, https://drive.google.com/open?id=1ng1rOZhc5-AwjmDw2n8jIp_3ekFDK3T0 | Greet the class and do the usual admin. Blue cards dished back out with the homework, new honework handed out if you so please. Organise meetings. Explain that next week will be the final class so they should try to have a meeting with their personal teacher to give some guidance on any exams etc. Do this for five minutes. | Students have filled out the blue cards and all admin has finished. | Hand out the warm up activity 'Jorge and Pepe Homestay'. Give them ten minutes to complete it with only a brief explanation as they can find out what to do on the worksheet. | Ten minutes have elapsed. | Quick sharing of the answers for around five minutes. Select two or three students to share the answers to the class. Give some brief feedback. | Answers have been shared. | Teach Comparisons - Verdict or Open Type. Hand out the model answer to the previous activity. Point out that the model answer is using the Open Type format as the writer hasn't picked one of the two boys, rather discussing the similarities and the differences. Use your own notes to teach them the differences. Should take around 5-10 minutes. | Students understand the difference between the two types of comparative essays. | Students should develop lists of similarities and differences and develop a thesis based on them. Basis of comparison. Do the differences outweigh the similarities? ETC. Check attached notes. | Students move onto the verdict type mobile phone essay. Give them some advice about not copying the information outright. They should select a few items from the information boxes and write about those in depth rather than skimming through all of it. Give as much time as needed (10-15 mins including some peer review / feedback ). | The activity has finished. | Final homework should be discussed. Jenny and/or Shiga can have some time to chat to the class about this. Flag the comparison pages in the study pack. Say farewell. Take a bow. Open the door. Leave the room. | Class has finished. | https://docs.google.com/document/d/1Ooh3eD55xDHnDU8jaHDVg8hPkCfBAOMzzv37TrJGRGw/edit?usp=drivesdk | https://drive.google.com/file/d/1IbQg0Z2oV8CHIrX5-a50fUqENh8K2dmu/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-11-19 | Final Test Prep | Brandon | JHS2 | Speaking | Nouns | Gerunds | Hobbies, self-introduction | Print out a list of questions that will be used on the test for each student, 15 minutes | Shadowing | Students can pronounce and understand the questions | * Point out that the questions are all review questions. * Ss shadow the questions. Point out any particularly difficult words or points Ss have had trouble with in the past. | Original version challenge | Students become familiar with all question and answer patterns and can give their own answers | * Ss make pairs. Remind students how to substitute their own answers. * For one minute, Ss power through the questions, with one student as questioner and the other answerer. After the minute is up, they switch. After that, they change partners. * Repeat this a few times. | Spot checking | Ss get deeper understanding of how to answer | * Ask a question to one S and toss a ball to them. They answer correctly. Then demonstrate that since you asked a question, you can sit down. Now it's the S's turn. They say a name, ask a question, and sit down, while the other S answers. Continue the process until the last S asks you a question. * Spot check and correct any errors so that all Ss can get the correct response patterns. * If time, play a game like criss cross or tetris to reinforce. | https://docs.google.com/document/d/1pcTckPEcoayDVVyND7Sm0-nx8dd9zkhZp2w0q5o3iLY/edit?usp=drivesdk | https://drive.google.com/file/d/1kQLDMu-9LrZrFMmuhXV-oPtc8pj3UCIO/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-11-19 | Pre-Final Test | Brandon | Jason | JHS1 | Speaking | Nouns | Review | Cut out enough paper strips with sentences for everyone, 15 minutes | https://docs.google.com/document/d/1xyBJsEJis2nOUIOrNWBL-8V8u3LiwWcr5y7jeBToaPg/edit?ts=5dd38e76 | Exchange game | Students can say the sentences that will be on the test | * Cut up strips of paper, each with a different review sentence. Students choose one. Then they find a partner and read the sentence. The partner repeats it without reading. Then they switch roles. Then they switch papers and find new papers. Demonstrate this before starting. | Telephone game | Students get more practice with the sentences | * Split the class into two or three teams. Each team must whisper one sentence down the line correctly, with the final person racing to tell T the sentence. Each correct answer gets a point, and the fastest team gets a bonus point. | Hangman variation | Ss can get more practice | * Choose a sentence and write blanks for each letter on the board. Ss choose a letter one at a time. If it's correct, they get a point. If it's not in the sentence, T gets a point. | Fill in the blank criss cross | Ss become familiar with sentence order | * Say a sentence and leave one word out. * Any student who knows the missing word determines which row or column sits down. | https://docs.google.com/document/d/1UZjW9fojc2UWH7ZnC55-0dzP7hpkSeYJ0ce1emEOKT0/edit?usp=drivesdk | https://drive.google.com/file/d/19RQruf01PEyNRL5uCxpaFfbWSVmJLwxw/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-11-15 | JHS2 Lesson 18B - Relative Pronouns | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading | Relative clauses | Print relative clauses and the monster activity | https://drive.google.com/open?id=1c_wO4B_QXXnXDginscd2dxhAvE-ct73w7LJwdFPFu4c | Greet the class, warm up as usual. | Students have answered some basic questions and presented their answers. | What is the best movie that you have seen? The best movie that I have seen is ________. etc. Ask a few questions using this structure. Students can ask each other a question each. Do this for a couple of minutes. | Explain relative pronouns and distribute the grammar quiz. Students have five minutes to complete the 16 questions. | Students have completed the quiz and have tallied their score. | Give out the answers after all of the students have finished. Scores are collected. Who is the grammar champion? Hand out a silly prize if you feel like it. | New Treasure page 163. Students listen and repeat. | Students understand all of the vocabulary in the conversation text. All questions answered. | Prepare the students for the next activity by introducing some new vocabulary that they can use to describe a creature / monster. Use the text they have just studied as a guideline. Colour of hair, items of clothing, adjectives...etc. | Students have contributed some extra ideas for the next activity. | Check the monster sheet. It follows the same structure as the page in New Treasure. He's / She's a ________ _________ _________ with _____ _______. (crazy little penguin with purple hair). ETC. | Draw a picture of a crazy monster on the board. Use some of the new vocabulary to demonstrate how to describe the monster. The first two boxes are in the same order as what is in the textbook but the third box needs an original answer. NAME is very ADJECTIVE! Encourage the students to be as descriptive as possible. | Students understand the activity. | Students draw a picture of their monster and fill out the sentences. This activity should take around 10-15 minutes. Afterwards, you can allow the students to present their work. Who made the craziest monster? They can show the picture and describe it to the rest of the class. | Students have completed the activity and presented their ideas. | New Treasure 163 | https://docs.google.com/document/d/12DZ2K1_Vt2G2nfrwnwTYVzkJIm8hmy7sLrTBDGm48as/edit?usp=drivesdk | https://drive.google.com/file/d/1YMUgrDFaao4kgw1HPX8huA0yvjrP4jeG/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-11-14 | Hobby questions | Brandon | JHS2 | Speaking | Questions and short answers | Hobbies | Print out enough question and sample answer worksheets for each student, 15 minutes | Pronunciation practice | Students understand the sentences and how to say them | * Do shadowing with questions and answers as-is, focusing on pronunciation. Make sure Ss understand the meaning of the questions and answers. | Practice | Students become familiar with sentence rhythm | * In pairs, Ss practice asking questions and answers quickly, switching roles (questioner and answerer) every minute, then changing partners. | Using own original answers | Students can quickly ask and answer using own ideas | * Using the exact same format, have Ss answer using their own ideas. Give a minute or so for them to think of their own answers first. | Criss-cross/Human Tetris | Students can accurately produce answers | * Play criss cross/human tetris, asking questions with students volunteering to answer. (search for the games in this database for instructions if necessary) | https://docs.google.com/document/d/1B9wRZCz3JUDXBDumY5TL0Sb23CRD8bFwshCgBwj41ew/edit?usp=drivesdk | https://drive.google.com/file/d/1_FhGYIA51v4sHMRvut3t1CTz9Ej7s-GX/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-11-14 | Places around Japan | Brandon | Jason Packman | JHS2 | Speaking | Nouns | Places around Japan | Print out interview worksheets for every student, 15 minutes | https://drive.google.com/file/d/1dSYKrcjyh0TGvVTO-XSB9-qBwOxhp78-/view, https://docs.google.com/document/d/16dZ77vYM2M06xw8I-foUsxAMHdH2ZeqiP9qAhl0AyXM/edit?ts=5dccee05 | Give a presentation | Students understand expectations for their own presentations | * With a poster that has proper attributions for pictures, T gives a proper presentation as a model for the students the following week. | Eliciting places | Students can relate categories of places with examples | * Using the attached slides, elicit examples of each kind of place. | Interview activity | Students can ask and answer questions about their recent travel history. | * Demonstrate the interview by asking four students using a model. * Pass out worksheets and have Ss think of places for the first category. Give them two minutes to write them. * Ss mingle and interview four people about the places on their worksheet within 3 minutes. * Repeat for other categories. | Criss cross | Students can talk about the information they gathered | * Give Ss the model sentence: Four people went to Kyoto recently, leaving blanks for the number and place. * All students stand up and play criss cross/human tetris. If they say one such sentence, they can sit down along with the corresponding row/column/shape. | https://docs.google.com/document/d/1Sb1IIYWTfqZ1qCgyAWyghLE0JhLdoNlk_Wn0d9lER-U/edit?usp=drivesdk | https://drive.google.com/file/d/1BOcBMeHL6ry9Y2XueE1qO1bsCkbVvByW/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-11-12 | Jobs using the present simple | Jason P. | Brandon L. | JHS1 | Listening, Speaking | Present simple tense | Nouns | https://docs.google.com/spreadsheets/d/1wUOX8m8OW3QDW9CqRLutzdD5YQLyxoMYVhPXEq3vjjk/edit?usp=sharing | https://docs.google.com/spreadsheets/d/1wUOX8m8OW3QDW9CqRLutzdD5YQLyxoMYVhPXEq3vjjk/edit?usp=sharing | Teach verbs | Students can understand say what a teacher is doing after gesturing | T says they will gesture some new verbs for the students to guess. T gestures verbs used in the previous weeks class, such as buy and study. T then goes onto the new verbs for this week, fly, clean teeth, pose, cook, draw, hit balls, play music, and help. T then reviews pronunciation of those words with students | Teach nouns | Students can say job names in english | T asks students what T job is. Hopefully they guess teacher and the T writes that on the board. T then says they will draw other jobs on the board so please guess. T then draws a little bit of one of the day's jobs (pilot, dentist, model, chef, artist, tennis player, musician, nurse) T goes through the list, having students chorally repeat at the end. | Sentences | Students can say one what people do at their job | T then connects the verbs and nouns taught so far. T says what does a pilot do. T gestures flying if S don't know at first, then they say "Yes, Pilots fly" and have students repeat. T then goes through the entire list. T can have S write down these sentences in their notebooks if applicable. | Battleship! | Students play battleship via being able to make complete sentences about what people can and cannot do on a job. | T shows how to play battleship. S say one sentence, if there is a happy face on the students sheet, student loses one point. Loser is the person who loses all their points first. T models and explains each person gets five points and how to draw happy faces representing points on the worksheet. S draw happy faces on the bottom, which represent their "ships". On the top of the sheet students will draw where they "missed" their opponent. S play until they have "sunk" their opponent by getting all five points. T explains the rules a few times -- S must make a true, complete sentence before their opponent will tell them whether or not they missed. Play again with new partners if there is time. | https://docs.google.com/document/d/1QbTDjmppH7OiX94veHI_-Nx27-t_xhefn1tUvGc0NoE/edit?usp=drivesdk | https://drive.google.com/file/d/15ntZuCY6BfsDIOYTHTmzk1p749zSkX9o/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-11-11 | Final essay write up / missed previous activities | Stuart Dalziel | JHS3 | Speaking, Writing, Grammar | OTHER | Mixed assortment of skipped activities | Print worksheets, ensure Ss have notebooks | https://drive.google.com/open?id=1nw0wqdnzBDWajuPQ_cyeSHyViUrnqN9vF_R51_Km42U | https://docs.google.com/document/d/180ZhEzGiPrrFflORzKLCHkmAyhwOwJ8WDgmo32OUlts/edit?usp=sharing | ESSAY PROJECT: Final Write Up / Evaluation | Either final write up or evaluation page conducted, depending on how many sessions this class has remaining. | Non defining relative clause partner sentences (assuming incomplete) | After a brief recap which includes the example sentences made last week, Ss write sentences about their partners using the target structure. A few examples elicited at end. | WHAT DO YOU THINK MINGLE ? | Ss asked to write down a Wh question that is difficult / impossible to answer (it should insight the answer “I don’t know”).Then Ss are reminded how to convert it to a “what do you think question” and do so individually (it may be helpful to board the rules for auxiliary and do verbs again).EG: What did I eat for breakfast? > What do you think I ate for breakfast?Ss then invited to come up with a range of 6 stock answers to choose from for their question. “Other answer” should always be an option.EG: Natto, Omelette, Cornflakes, Miso Soup, Toast, Grapefruit, Other Answer (please say). Ss then go round and survey 10 other Ss, tallying the answers given. Ss then convert their data into a bar chart (demonstrate on board) and conclude by writing a summary sentence: “Most students think that I ate Natto”. | Time Clauses | If more time remains, Ss complete the “time clauses” prompts. Note: One class may have already started this, but none got more than halfway. Prompts become progressively less guided as they go. Check as class at end with some example responses. | New Treasure 3 | https://docs.google.com/document/d/1H955ymkSJSbsHk4Dr6wWzrsyEkcAuzRLEdobbYL0C_4/edit?usp=drivesdk | https://drive.google.com/file/d/1f91Jupw9KPLLBHWxSzsSTRU8PgIB75gV/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-11-08 | JHS2 Lesson 17B - Present Progressive | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing | Present continuous (progressive) tense | Adjectives | Create Questionnaire and Picture Problem sheets | https://drive.google.com/open?id=1sSVZavgiGQmtKLS1HcPwLG0gPHV5LPeekmSaNkvLKPc, https://drive.google.com/open?id=1bLrzrUDdRs44X0zjI8E9Qe__WpnD33kf | Warm up and greet the class. Ask a few questions using the previous lessons structure. What did you do last weekend? I went to ______. I enjoyed myself etc. | Students have warmed up and answered some simple questions about their weekend. | Briefly cover the previous communication challenge. Page 133. This will be on the speaking test so now is a good time to double check any pronunciation issues. | Students have listened and repeated the conversation. Any questions answered. | Move onto the next communication lesson on page 147. Have the students listen and repeat. Make sure they understand all of the new vocabulary as this will also be on the speaking test. Students can practice in pairs and present. | Students have completed the communication pages. | Teach Adjectives using ing. Write up an example question on the board eg - What do you think is the most interesting sport? What is the most exciting game you have played? Show the students how to answer these questions with complete sentences. Select some students to think of their own original questions. Elicit examples of adjectives from the students and write them on the board as this will help for the next activity. | Adjectives taught and understood. | Model the Adjectives Questionnaire worksheet. Students must interview their partner to find the answers to their questions. They can use their own original adjective in the question. Some hints are on the worksheet but encourage the students to come up with their own. | Students have completed the interview and can present some of their answers. | Model the present progressive picture problems worksheet. Students work in pairs and must work together to use the correct tense to fill in the sentences. Extra information is included with the attached file. | Students have finished the picture problems worksheet. | New Treasure 147 | https://docs.google.com/document/d/1SUCynEbU2Q1OVQ-K1WBJo9OKIRRmVNEbUt6dK4CjKtU/edit?usp=drivesdk | https://drive.google.com/file/d/1z7VNDw3qzvVf89nPmqac_qIg--9bJrQ8/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-11-08 | SHS1 Term 2 Lesson 10 2019-20 | Jennifer Willett | Also taught by Stu Dalziel | SHS1 | Speaking | Too and enough | Print game boards (1 per group of 4), print and cut game cards (1 set per group of 4), Dice (1 per group of 4) | https://drive.google.com/open?id=1WVqjXzOy9Gi2ELRgoQC5vx7tDhP46NI5uv9DSolD4DA, https://drive.google.com/open?id=15eZijfjbsNKK1PVP55-doH3EWdb1LFuB6mysjCtH8Zk | Greet class and warm up | Students have had a simple conversation reviewing using too and enough patterns previously studied | Students are told they recently went shopping but bough something that is total garbage! There are 2 different problems with their item! They warm up in pairs by pretending that they are returning an item to a shop, they need to say what is wrong with it, using too and enough sentences. (Demo a model convo with the JTE first, especially in weaker groups). 5m | Elicit a FULL review of key sentences | The class has volunteered answers and drilled a little | This should take about 20m, keep an eye on timing and help if it starts to drag. Elicit all the patterns studied this term and students fill in the worksheet. Lead this as a class, creating a crib sheet of the patterns studied that can be used for pre-test review The worksheet 'Let's Review' has spaces for: too + adjective too + adverb too + noun (using both much/many) not too + adjective not too + adverb not too + noun questions using adj/adv questions using nouns (using both much/many) adjective + enough adverb + enough enough + noun not adjective enough not verb adverb enough ** STUDENTS ESPECIALLY STRUGGLE WITH THIS ONE! not enough noun enough questions using adj/adv enough questions using nouns (using both much/many) | Play a speaking game to consolidate too and enough usage | Students have played a speaking game in groups of 4 | Make groups of 4 Each group needs: a dice game board set of cards Cards with nouns, adverbs and adjectives are shuffled in one deck and placed face down on the table. Students janken, or use student number order to decide order of play. Students use erasers etc as a place marker for the game, as usual. Students roll the dice, then take the top card on the stack, no shuffling, no do-overs! They need to make a sentence or question depending on what is written on the game board, using the key word from the card. The full phrase should be clearly spoken aloud. Their teammates check their grammar. If they are incorrect then they cannot move forwards. Weaker students can refer to the Let's Review worksheet if necessary. | https://docs.google.com/document/d/12WZKTjfxZP0jIaVn9MlKc0cklI4C85IWODD_ZBstWAo/edit?usp=drivesdk | https://drive.google.com/file/d/1bd-h1_KDu021rDs8B90ZQiKtDfdP3-vJ/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-11-07 | Places | Brandon | Jason Packman | JHS2 | Speaking | Prepositions | Places around Japan | Bring place list and distance from school, 3 minutes | https://docs.google.com/document/d/1aY07lo9Im0ezcfjR42o46GxcS8gDsuRhpHtCaZYj0RI/edit | Quiz 2 | Ss recall past language. | * Ss repeat a sentence correctly for 10 points: E.g., The Sapporo Snow Festival is colder than the Gion Festival. | Comparing places around Japan | Ss can compare places using correct English. | * Play higher/lower, where kids have to guess a numerical answer to a question and T indicates if the true answer is higher or lower. E.g., How far is Lake Sagami from the school? Ask each student in turn. | Choose topics | Ss can prepare for their presentation | * The first student to guess the correct answer in the previous activity gets to choose a topic for their poster. Keep playing with the rest of the students until all have chosen topics. Ss can use remaining time to work on presentations. | https://docs.google.com/document/d/1tz8RyijLtpqu_x99RPQROaDKC8xbLN5ITI7Lg5heX-8/edit?usp=drivesdk | https://drive.google.com/file/d/1nHuUSVj2eLVdPmW_cHHPnuGFiWLZFfdL/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-11-06 | Non defining relative clauses | Stuart Dalziel | Jenny Willett | JHS3 | Speaking, Writing, Grammar | Relative Clauses: Non-defining | Print quiz papers and prompts, remind students ahead of time they will need last wee's work to build upon. | https://drive.google.com/open?id=1Xf5PaUDDfq7VK1HbRnsXs0rY9Y8Jxtqr6bqcYgVYXGo | https://drive.google.com/file/d/1w3DffRC9RGaRwNCea7D2h9_f4Lw3Kjqm/view | ESSAY PROJECT: Peer Review / Final write up | Either peer review or final write up page conducted depending on how many sessions this class has remaining. | Language Presentation: Non defining relative clausesStudents are asked to revisit last week’s sentences again in their notebooks: Donald Trump, Kyoto, Christmas, smartphone, (your idea). This week, we will be adding an extra piece of information to them.Donald Trump: The man who is the American President >>>Donald Trump, who has blonde hair, is the American President. | Present a couple more conversions using different relative pronouns if needs be, then ask Ss to convert their sentences from last week into non-restrictive sentences in the same manner. | Relative Clause QuizSs divided into teams of 4 and each team given a quiz paper. Teacher boards a grid representing team tables and makes a note of team names. Obviously, discourage inappropriate, mean spirited or Japanese team names and don’t let them waste too long on this stage.Teacher then reads out one of Jen’s SHS1 Non-defining relative clause bingo prompts, but crucially replacing the subject of the sentence with “blank”.“BLANK, where about 7 million people live , is the capital of England.” Ss write the missing subject on their quiz paper, being careful that their answer can’t be overheard by other teams when discussing. | After quiz completed, Papers swapped and answered revealed, Ss marking each other’s work in red pens. Papers then collected and scores announced. | Partner SentencesIf more time remains, Ss make sentences about a partner using the target structure. A few examples elicited at end. | Carry through to lesson end | New Headway 3, Lesson 7, part 2 | https://docs.google.com/document/d/1tZYIP9Qws10O_iOyNBFolsuYPj9Zg271U2rpzAw4Mao/edit?usp=drivesdk | https://drive.google.com/file/d/1zF4s2L8X7Yarvm7oS1r9VLzio6HRXSXu/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-11-05 | More Verbs | Brandon | Jason Packman | JHS1 | Speaking | Verbs: Action verbs | Bring dice and pictures of character | Speaking test | Ss can demonstrate knowledge | * Have Ss repeat a sentence accurately and score them out of 10. Give them 3 sentences, which they practice for a minute, and then randomly choose one for each student. * Examples: A pencil is on the desk./There is a pencil on the desk. A stapler is under the paper./There is a stapler under the paper. An eraser is next to the scissors./There is an eraser next to the scissors. | Intro new verbs | Ss are familiar with the new verbs | * Using gestures or drawings, introduce/review verbs. * plays (sports), plays (instruments), studies, eats, drinks, buys. | Group storytelling | Ss can use the verbs confidently to talk about someone else | * T writes 6 different verbs on the board. * Ss make small groups. Each group gets one character to tell a story about using the sentences on the board. One S rolls the die and says a corresponding sentence written on the board. Then they move. The next person goes. * Days should be added in a second round. "Mario plays tennis" becomes "Mario plays tennis on Wednesday." * After going through all seven days, each group comes to the front and tells the story. | https://docs.google.com/document/d/118F6xD1yVmtOqKVld8JQOFK2at1WA5mRoC_3iQw_K6w/edit?usp=drivesdk | https://drive.google.com/file/d/1rPT5XOoEbGK3kraR9bQjQEYv296QMGPi/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-10-31 | JHS2 Lesson 16B - Reflexive Pronouns (Presumptions) | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing | Pronouns: Reflexive pronouns | Create the game. Print the sheets. | https://drive.google.com/open?id=16eA92kLv989Iep7JsbD3MCuKWIMGLesSiVMSSc7oUfE | Greet the class. Ask a few questions based on the previous lesson briefly. If you haven't already, inform the students about the speaking test (which chapters of the textbook to study etc, lesson 8,9 and 10 communication). You can also ask them a few questions about their school festival. | Students have warmed up and have made note of the upcoming speaking test. | Page 133 of New Treasure, listen and repeat. Go over any important vocabulary. | Students understand the vocabulary. | Students practice in pairs and then present the dialogue. Inform them that because this chapter may be on the speaking test, they should learn the vocabulary at the bottom of the page. They should think of some other items that they might have to exchange at a shop and think of a reason why. Eg - CD player, PS4, George Foreman Mini Meat Grill. (It is damaged, it has a scratch on it, it exploded...) Encourage creative answers. | Students have presented their own answers in their notebooks. | Explain reflexive pronouns. Start by writing a list of the subject pronouns and find out how to change them to reflexive pronouns by asking the students. Give them a couple of hints / answers to start them off. | Students have made a list in their notebooks of the reflexive pronouns. | Subjective pronoun to Reflexive pronoun - I - Myself You - Yourself He - Himself Her - Herself It - Itself We - Ourselves You (Plural) - Yourselves They - Themselves | Model the 'Presumptions' game. Students must make a guess about different students in their class. Each students has one worksheet and must complete each sentence with the relevant pronoun (this time it will only be one). When the students have finished, they will learn how to change the statement into a question. "Do you always behave yourself in class?" If you are teaching a weak class, they can just use the statement instead. Students then walk around the room and ask the question to the students they have picked. Are their guesses right or wrong? They fill out the Yes or No column as well as the More Information. | Students have completed the worksheet. | Student feedback their answers to the rest of the class. What did they find out about their classmates? Who made the most correct guesses? ETC. | Class feedback finished and presumption champion selected. See you all next time. | Page 133 | https://docs.google.com/document/d/1GZCONvp4WBRafwEk4EqWqqWVYebM0CbhQ9yYj88z1HU/edit?usp=drivesdk | https://drive.google.com/file/d/1eOpYE2aPqvSaPnuQQOl-Q0Ccpqr2fCra/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-10-30 | Defining relative clauses with other pronouns | Stuart Dalziel | Jenny Willett | JHS3 | Speaking, Writing, Grammar | Relative clauses: WHAT or WHICH | If you don't already have the card game it will take some time to print and prepare. | https://drive.google.com/open?id=1CMo0G3Nuh6cBUeTEDsVoi1YIPvIMUesssoX72LkkTn8, https://drive.google.com/open?id=1-W6YFvQ9H1xl1vftxkhhHL-ZQU0oVu3X | ESSAY PROJECT: Peer ReviewPeer review page gone through from front of class and then conducted as written, Emphasize the point about treating each other’s work with respect. Booklets should be passed at least three times to get a range of opinions. | At least three reviews conducted | Respect each others' property! | Language Presentation: Other relative pronouns“The (Person) who _________________” boarded, along with a completed example in this style. Ss reminded that we used this structure last week, but that to talk about things other than humans we need to use different pronouns. Elicit the place where, the time when and the thing which and help the students compile an example for each. | One example given for each | Finish the promptsFollowing prompts boarded: Donald Trump, Kyoto, Christmas, smartphone, (your idea). Ss have to come up with a defining relative clause for each prompt. | Examples elicited at end. | Ss split into teams of 4. One set of Jen’s taboo cards given per group. One student determined the first reader via janken. That student has to give a clue to their prompt in the form of a defining relative clause, the remaining three students try to guess the prompt. For ST classes, the taboo terms listed on the cards can be forbidden to the reader, although for lower level classes it might be better to allow these words and to use them as hints of what to talk about. | This should take you to the end of the class, fall back on previous worksheets unfinished if not. | New Treasure 3, Lesson 7 part 1 | https://docs.google.com/document/d/1Z7a6AZBh1cO67odFYiAdTzBJITDaE-E-4f7hxqIwBOM/edit?usp=drivesdk | https://drive.google.com/file/d/1mZgVhP1swjKfOykyTLlV_xKUzD0HcUSx/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-10-29 | SHS1 Term 2 Lesson 9 2019-20 | Jennifer Willett | Also taught by Stu Dalziel | SHS1 | Speaking | Too and enough | Quantifiers (e.g. some, many, much, any, few, little) | Enough prints x 2 (one per S), Touch it games (1 per 4 S plus spares) Connect 4 games (1 between 2 plus spares) | https://drive.google.com/open?id=1fzG7LDMYBaHKI4DSV2ib2w0LiPmvCdLm, https://drive.google.com/open?id=1rhpGSQVArC1Y3mX5fmPxppXHsq3MSCc- | https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-quiz-enough.pdf, https://i.pinimg.com/originals/ec/fc/a4/ecfca441c9ba5e384957e177a6492f67.png | Greet and review | S have used and reviewed too and enough | Ask S a few questions about why they can't do something, what they don't like to but etc. They must use too or enough in answers. Elicit rules for too/not too with adj& adv, as well as nouns. Elicit rules for enough/not enough with adj/adv | Introduce key language | S have reviewed the sentence pattern for the lesson and understand the word order for use of "enough" with adj/adv Vs nouns | Elicit how to say enough money/not enough money, as the example.Add a few more examples as students suggest them until they are confident. | *NET launches activity then goes to the corridor to test 4-5 Students whilst JTE supervises class* Students complete 2 quick worksheets in pairs to consolidate their learning | When pairs complete the worksheets | Worksheets can be found at: https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-quiz-enough.pdf and https://i.pinimg.com/originals/ec/fc/a4/ecfca441c9ba5e384957e177a6492f67.png | Students gain speed and fluency through a speaking game | S have all spoken repeatedy using the target patterns and gained confidence | **NET launches activity then goes to the corridor to test 4-5 Students whilst JTE supervises class** S play Touch It. They played this about a month ago, so should remember it. Groups of 4. S play rock, scissors, paper. Winner goes first. **This is a grammar transformation game, where sentences written with too need to be changed to those containing enough and vice versa.** Examples: I can't buy a car, I don't have enough money.>>I can't buy a house, I'm too poor. I can"t read that book in English, it isn't easy enough >> it's too difficult The janken winner asks a question and then the first student to answer using the prompt can colour the space in with their coloured pen. Play moves to the left. If a student uses incorrect grammar, the others get a turn. NB: REMIND S TO FOCUS ON MEANING AND THAT NOT TOO AND NOT ENOUGH ARE DIFFERENT IN THEIR MEANINGS. 05 Action: If time, S play connect 4 in pairs 05 Complete Condition: S have further practised using all too/not too/enough/not enough forms together 05 Notes: Play connect 4 in pairs, S should consider meaning and context from the prompt and select too/not too/enough/not enough as appropriate. | Time Zones 4 | https://docs.google.com/document/d/1xQLz0EsLqL3AM0XJpIn7NVR5uFejHG-0ckup_5esWLk/edit?usp=drivesdk | https://drive.google.com/file/d/1npbIt4nAKN4vnzGUfIRE6gqdwCRORt5N/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-10-28 | A Pot of Poison (abridged) | Brandon | JHS2 | Speaking, Pronunciation | Adjectives | Reading a play | Bring a script for yourself | Pronunciation practice | Students have practiced all of the lines together | * Ss shadow all lines of the play. * Focus on pronunciation and intonation of difficult parts. | Reading in role groups | Students can speak the lines on their own | * Break into groups by role (Master, Chin, Kan, and An). * Each teacher takes one or two groups and runs through the lines first as a group, then having each member read one by one. Add gestures and focus on intonation. | Reading in play groups | Students can deliver lines accurately | * Break Ss into their performance groups, one person for each role. * Have them practice the whole play in order, using the things they learned throughout the day, until they are comfortable with it. | https://docs.google.com/document/d/1wLV79c9xQNTWAxfT1o8sAJVDA3SEoKibmxyngtSiieI/edit?usp=drivesdk | https://drive.google.com/file/d/1peAKGOdF0Hnh1K6KyDZ3O-9aUYxNmwbe/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-10-28 | Describing and Halloween game | Kitty West | SHS1, SHS2 | Listening, Speaking, Writing | OTHER | Simpleness of sentences to describe words, | Print the halloween sheets and give them blank paper for the description exercise | https://www.englishwsheets.com/halloween-6.html | Explain description to the class | Give an example: It is an animal, it is grey, it has a long nose = Elephant | Give students scrap paper and give each table of 4 a word they have to describe (its a secret from other groups) | Walk around and check how they're doing. Make sure they aren't making them too vague. | Get one student from one table to stand up and read their description. | Other groups answer and they get table points. Continue until all groups have had their turn. | Give each group the halloween handout | Students guess the answers without their dictionaries. Walk around and help/ give hints. | If lower level I give them the first letter of each word and links to the pictures. | Go over answers, the quickest hand up thats correct gets table points. | The table with the most points at the end gets halloween stickers | https://docs.google.com/document/d/1xxqVVZ9boZ5tXdD4nCvLyGfEoqC3F8h_aNqXi1lxhLY/edit?usp=drivesdk | https://drive.google.com/file/d/1PbC1JW5ZAyfvEiWSoPeN78bT4bW8SyVA/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-10-28 | つながる音 | Kitty West | SHS1 | Listening, Speaking, Pronunciation | Phonetics (pronunciation, IPA, phonetic symbols) | Every student got a handout. It was quick to make and print out | Warm up: ask your partner 3 questions about the weekend. 5 mins | Students sit down when finished | Did the Listening and Speaking textbook Unit 11 | Listen to the CD, answer questions, repeat after the teacher, practice in pairs, overlap and shadow x 4 | Students are given their handouts. The listen and fill in the blanks | Eg. "The plane was going ____ ____ ____" (up and down/ up 'n down) | Go over the answers as a class and explain some difficult ones | Everyone practices with you | Turn over the sheet and level up. | Repeat answers as a class etc. | Ask if they have any words they have in Japanese | ryokai - ryo - ri, arigato gozaimasu - azasu etc. | Good for amusement and to understand that Japanese is just as difficult in this aspect. | Watch some videos on difficult to hear English even for me from South East England and Ireland | Just a bit of fun really | https://docs.google.com/document/d/15zeqAeTeCaXZoapcxGe1JoBNAADNmHy0Quu6TpVvvBg/edit?usp=drivesdk | https://drive.google.com/file/d/12lm_wBrTv7kebqbOEzcMmkqiQP-lmcEQ/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-10-28 | GTEC Practice | Chris Bridgeman | Lawrence Tran | JHS3 | Speaking | OTHER | summary statements, test taking skills | whiteboards, markers, pictures | Word Chain | 2 Rounds Completed | Introduction to summarizing pictures | Students are able to create some examples in pairs | Story Challenge | Each group has a chance to present | In pairs students will write sentences explaining a story told via 4 pictures. Students will then add more to the story. Following this students will present their stories. | https://docs.google.com/document/d/1wCC6EKGbbnBO5maMSLTeLoNSLu8thnZggouZvgUgqds/edit?usp=drivesdk | https://drive.google.com/file/d/1ua6AdyZMYVCZiZa3mLsMT15KFqBOXCnA/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-10-28 | more than/the most | Chris Bridgeman | Lawrence Tran | JHS2 | Listening, Pronunciation, Writing, Grammar | Comparison (comparative and superlative) | Chromebook, Presentation | Word Chain | 2 rounds complete | Syllables | Students are able to identify the number of syllables in common words | Students will be introduced to the concept of syllables in English and practice ways to count them. | more, most introduction | students demonstrate an understanding of the new grammar | Online Quiz | Students will practice the new grammar via an online quiz game. | https://docs.google.com/document/d/11Pw_CaPhZok1O5K002Xrho_elSVhhXym8B1QxO8-tj4/edit?usp=drivesdk | https://drive.google.com/file/d/1PgAiNtUCrxVl_IhOZPwI3lhLn2FZPf1-/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-10-28 | Can/Can't/Can you~? | Chris Bridgeman | Lawrence Tran | JHS1 | Listening, Speaking, Writing, Grammar | CAN | Whiteboards, Markers | Topics | Students are able to differentiate between nouns and verbs | In teams students will play a baton race game where they write words on the board matching the teacher's chosen topic. (R1 nouns, R2 verbs) | Grammar Explanation | Students understand the meaning of "can" | Questions Game | End of class | In teams students will try to guess things that the teachers can and cannot do. They will write their predictions on a whiteboard and ask the teachers. The teams will be awarded points based on their number of correct predictions. | https://docs.google.com/document/d/1e_0ofPc6sQpkVBpJ1x6chC7Mq3Xb2xcR5yMAHE8_NTw/edit?usp=drivesdk | https://drive.google.com/file/d/1BWZ9xjd6IbMSCcgvHnx0lV4buZtUrqvd/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-10-24 | Halloween lesson | Brandon | Jason | JHS1 | Speaking | Nouns | Halloween | Flashcards and paper for masks, 10 minutes | Teach vocabulary | Ss have learned monster vocab | * Show Ss the flashcards and elicit if possible, teach them if they don't know. Practice the words. Vampire Ghoul Zombie Mummy Wolfman Witch Ghosts | Criss Cross | Ss understand words based on hints | * Ss stand up. T gives the Ss a hint, such as He drinks blood. If a student answers correctly, they can sit down and choose a row or column to sit down with them. If someone is already sitting, they have to stand up if their row sits down. Continue until all students sit down. He drinks blood. - vampire He eats brains. - zombie He wears bandages. - mummy He is very hairy. - wolfman They say, Boo! - ghosts She has a black cat. - witch He eats human flesh. - ghoul | Make masks | Students can talk about their masks | * Make 7 groups. Ss in a group are assigned one monster and make a mask based on that for 5-10 minutes. Demonstrate how to make and cut out masks, using previous lessons' vocabulary. At the end, each group comes to the front. Other Ss ask, What are you? Group answers, I'm a mummy! | Telephone game | Ss can describe the monsters | * Make two or more groups. One member from each group hears the sentence. They then whisper the sentence down the line. The last person comes to the teacher and repeats the sentence. Fastest teams the point. | https://docs.google.com/document/d/1cv1FZk0XS1laiF_uMn1_5_PuGnLPzsopGSAMXqH7SRc/edit?usp=drivesdk | https://drive.google.com/file/d/1cbTEGi9D9KQwMAzzBfLeENxuwIFSf8sB/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-10-24 | Defining Relative Clauses (1) | Stuart Dalziel | JHS3 | Speaking, Writing, Grammar | Relative Clauses: Defining | Print pictures | https://drive.google.com/open?id=1P4TojQzutZ8ImFg9ZwW-_Ax_GPlb0abxz9oXu5C75YM, https://drive.google.com/open?id=1ZGqswWnOY4b2k-TwhZ8wLwXVte9_zDfe | ESSAY PROJECT: Draft writingSs will write their draft essays under exam conditions. As they will be utilising the plans already constructed during previous lessons, this should not take as long as you might expect. Remind students that they have to convert their notes into full, grammatically correct sentences. Ss who failed to complete prior lessons cannot use this time to catch up, they will have to formulate their essay without a plan to rely on. | Allotted time over | Language Presentation: Which Man?The three A3 pictures of men boarded and labeled ABC. Ask students to think of something that is only true for A. Board it using the man who (and “the man whose” where possible). Do the same for B and C.Who and Whose forms both taught. Optional is clause on end or at beginning also taught (C is the man who has long hair / whose hair is long is C). Emphasise that the clause given should be defining - in other words, it should only apply to the one which is being singled out. | Comprehension checked | The student who/ whose In pairs, Ss try to come up with 3 defining relative clauses for their partner. As far as possible the clauses should be unique to their partner out of everybody in the room. The teacher can perhaps use themselves as an example to model first. Sentences written in notebooks | a few examples elicited at end. | Wheres Wally Style Pictures. The colour A3 crowd pictures are distributed one per 4 students. Janken played to determine first player. First player then chooses (without signalling their choice by pointing or staring directly at it) one person from the crowd and gives a defining relative clause for that person. The first of the other 3 students to then touch the correct person in the crowd becomes the second player and makes a new clause and so on. | This should take you through to the end | New Treasure 3, lesson 7-1 | https://docs.google.com/document/d/1iCJ-lzY3NVOf5m6y3scsr-HKyWa5cf2qjhbf9r2UZAg/edit?usp=drivesdk | https://drive.google.com/file/d/1II7ugwgt_w9GuH_iYCW6iLrLamhQNVb1/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-10-23 | SHS3 Lesson 3 Term 2 Creative Writing Problems 2019-20 | Jennifer Willett | Also taught by Stu Dalziel and Andy Hughes | SHS3 | Writing | NONE | Answering creative writing problems requiring imagination to generate a response for university entrance exams | Short Composition problem (1/student), Homework sheets (a stack of both short and long problem answer sheets), marked homework and blue feedback cards, Answering Creative Problems sheets (1/student), spare Independent Study Packs x5 | Greet class and do homework admin | Students get feedback on their homework, fill out feedback about this homework and submit last lesson's homework. Students pick relevant task(s) from the Independent Study Pack for this week | Remind S that they should be doing a page or more of A4 for HW each time, using a timer and exam conditions, no drafts. Checking the checklist on pg1 of Independent Study Pack against their uni's tests in the akahon is ESSENTIAL | TEST S are given the problem 'Write a letter to a company asking for a refund on a product you bought, that you are dissatisfied with.' and are asked to write a 75-100 word letter. | Students are given 5m to finish their letter about inheritance. | Stress to students that are not finishing problems in the allotted time that this is now a major concern and they need to see their teachers for one to ones about improving this. | TEACH Use the Creative Writing Problems sheet and go over the advice | S understand the techniques laid out in the Answering Creative Problems sheet and the method for breaking down these problems. | Highlight the importance of *just getting started* in a timed exam, picking an idea and sticking with it. Keep it simple, with a clear beginning, middle and end. Consider the triangle of which information should make up the bulk of an answer, think about time, word and audience limitations. Show the example of the news report about a cat saving a baby's life and how that was planned. | Split into small groups and TEST | S group with their individual teacher and work on their responses for the Man bites dog article | First get S to read the headline, they should then write their three step plan (on their Answering Creative Problems sheet), and then their 100-120 word answer. Share answers and feedback as time allows. | https://docs.google.com/document/d/1-yZUKDVVC-503vPWFt-4crQuTcAjxalbY2fe5yUmttU/edit?usp=drivesdk | https://drive.google.com/file/d/1ffkcU3-bSOIzpxlD4Fda69hQVQfJEGVD/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-10-23 | SHS3 Lesson 3 Term 2 Creative Writing Problems 2019-20 | Jennifer Willett | Also taught by Stu Dalziel and Andy Hughes | SHS3 | Writing | NONE | Answering creative writing problems requiring imagination to generate a response for university entrance exams | Short Composition problem (1/student), Homework sheets (a stack of both short and long problem answer sheets), marked homework and blue feedback cards, Answering Creative Problems sheets (1/student), spare Independent Study Packs x5 | Greet class and do homework admin | Students get feedback on their homework, fill out feedback about this homework and submit last lesson's homework. Students pick relevant task(s) from the Independent Study Pack for this week | Remind S that they should be doing a page or more of A4 for HW each time, using a timer and exam conditions, no drafts. Checking the checklist on pg1 of Independent Study Pack against their uni's tests in the akahon is ESSENTIAL | TEST S are given the problem 'Write a letter to a company asking for a refund on a product you bought, that you are dissatisfied with.' and are asked to write a 75-100 word letter. | Students are given 5m to finish their letter about inheritance. | Stress to students that are not finishing problems in the allotted time that this is now a major concern and they need to see their teachers for one to ones about improving this. | TEACH Use the Creative Writing Problems sheet and go over the advice | S understand the techniques laid out in the Answering Creative Problems sheet and the method for breaking down these problems. | Highlight the importance of *just getting started* in a timed exam, picking an idea and sticking with it. Keep it simple, with a clear beginning, middle and end. Consider the triangle of which information should make up the bulk of an answer, think about time, word and audience limitations. Show the example of the news report about a cat saving a baby's life and how that was planned. | Split into small groups and TEST | S group with their individual teacher and work on their responses for the Man bites dog article | First get S to read the headline, they should then write their three step plan (on their Answering Creative Problems sheet), and then their 100-120 word answer. Share answers and feedback as time allows. | https://docs.google.com/document/d/1bQ4LCrjn-0kRTrfN6JeQi1eWkmy0j1Yo9rHQ_LVGzkU/edit?usp=drivesdk | https://drive.google.com/file/d/1apehn6ORoBZLF5SPqDk9qwJCr5lUPRqh/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-10-23 | SHS3 Lesson3 Term 2 Creative Writing Problems 2019-20 | Jennifer Willett | Also taught by Stu Dalziel and Andy Hughes | SHS3 | Writing | NONE | Answering creative writing problems requiring imagination to generate a response for university entrance exams | Short Composition problem (1/student), Homework sheets (a stack of both short and long problem answer sheets), marked homework and blue feedback cards, Answering Creative Problems sheets (1/student), spare Independent Study Packs x5 | Greet class and do homework admin | Students get feedback on their homework, fill out feedback about this homework and submit last lesson's homework. Students pick relevant task(s) from the Independent Study Pack for this week | Remind S that they should be doing a page or more of A4 for HW each time, using a timer and exam conditions, no drafts. Checking the checklist on pg1 of Independent Study Pack against their uni's tests in the akahon is ESSENTIAL | TEST S are given the problem 'Write a letter to a company asking for a refund on a product you bought, that you are dissatisfied with.' and are asked to write a 75-100 word letter. | Students are given 5m to finish their letter. | Stress to students that are not finishing problems in the allotted time that this is now a major concern and they need to see their teachers for one to ones about improving this. | TEACH Use the Creative Writing Problems sheet and go over the advice | S understand the techniques laid out in the Answering Creative Problems sheet and the method for breaking down these problems. | Highlight the importance of *just getting started* in a timed exam, picking an idea and sticking with it. Keep it simple, with a clear beginning, middle and end. Consider the triangle of which information should make up the bulk of an answer, think about time, word and audience limitations. Show the example of the news report about a cat saving a baby's life and how that was planned. | Split into small groups and TEST | S group with their individual teacher and work on their responses for the Man bites dog article | First get S to read the headline, they should then write their three step plan (on their Answering Creative Problems sheet), and then their 100-120 word answer. Share answers and feedback as time allows. | https://docs.google.com/document/d/1pLmFb6DsGjKyecw7z7IBeYEi7ANJpdYgcKO_TZhbJ6Y/edit?usp=drivesdk | https://drive.google.com/file/d/11CcU6h9Vcr7PtKs7EloxguK0ysUY_CM1/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-10-23 | Eiken Practice | Brandon | JHS3 | Speaking, Pronunciation, Reading | Auxiliary verbs | Print out photocopies of eiken practice book, 20 minutes | Reading practice | Students can use correct intonation and pronunciation | * Ss shadow the reading section. T focuses on intonation and pronunciation of tricky words. If time allows, have each student read one word each. * Read question 1. Elicit the answer from the Ss. | Pair answers | Students can discuss and answer questions about pictures | * Ss form pairs. * T asks about picture A, question 2. Pairs discuss with each other for 2, 3 minutes. Each pair presents their answer. * Do the same for picture B, question 3. | Problem 2 | Ss get more practice with eiken questions | * Do the same for additional problem sets as time allows. | https://docs.google.com/document/d/1ACqYVJn0Twf9cQRnzq31i3W8VbGEETrjo3l5c-awFFI/edit?usp=drivesdk | https://drive.google.com/file/d/1Y1yDzYghg8mMEEWOji-nfCg9FxUxRvUV/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-10-18 | SHS1 Term 2 Lesson 8 | Jennifer Willett | Stuart Dalziel | SHS1 | Speaking | Too and enough | usage of enough with nouns is to be covered next class Materials Uploaded https://drive.google.com/open?id=15CUJTTpKaOBNZcnC6FYyjM0CrdCAEX6h, https://drive.google.com/open?id=1tAdw1A-4DCmWH58E70htIUHy5a8w7YVv-g7UBp7SYZ0 | Enough/not enough game (1 copy/pair), too much/ not enough disney sheets (1 per pair or group of 4 in COLOUR | https://drive.google.com/open?id=1tDF---o4aBYPBy-IqpdvMPApfc6LYpIH, https://drive.google.com/open?id=1DqFY6UQw1ApRKwSh5Q7BAVznfNusj_lUMX3AE8L-GdA | Greet class | When S have warmed up and reviewed use of 'too' | Use images of fake Disney characters to critique what's wrong or right with them in pairs or small groups. (Guaranteed to make the boys laugh and elicit a big reaction from the girls too) | Introduce key language | When S have reviewed rules about [not] (adj/adv.) enough | S often get the rules for too and enough conflated, so highlight the differences in word order at this point. Too quickly= OK Enough quickly= NG Quickly enough= OK | Elicit a few examples and play a game | S have played cris cross and built confidence | *NET launches activity then goes to the corridor to test 4-5 Students whilst JTE supervises class* Play criss cross using adjectives and adverbs: Why didn't you pass the test? (study hard) Why don't you wear a wool hat in July? (cold) Why don't you drive a car? (old) Why didn't you win the race? (quickly/fast) Why don't you swim in the sea in January? (hot/warm) Why didn't you finish your lunch? (hungry) Why did you miss the train? (early) Why couldn't she rid the rollercoaster? (tall) Why can't you read this book? (easy) Why don't you buy a Ferrari? (rich/old) Why don't you wear shorts in January? (hot/warm) Why don't you go to bed at 7pm? (sleepy/tired/free) Make additional questions if necessary (use the next activity if you're stumped for ideas) | Play a pairs speaking game to further build fluency | S have gained confidence and fluency through a drilling game | Play the janken game in pairs Win = move 2 lose= move 1 Use the game boards and explain that grey spaces = make a positive or negative sentence (~ enough/ not enough) and white spaces= make a question Elicit 'work hard/hard working' and remind students that hardly working has a different meaning. DON'T LET STUDENTS AVOID MAKING NEGATIVE SENTENCES. THEY MUST MASTER THIS SKILL | If time S should do free conversation about things they would like to do but can't and use [not] ~ enough in natural context. | https://docs.google.com/document/d/164g_H66RpQcdyKd2zcSJU9WQEMLu2vkBJXH6GGo8Efg/edit?usp=drivesdk | https://drive.google.com/file/d/1yapVsVadf7dmm_z6fJbkuq5rwmc17soR/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-10-18 | SHS1 Term 2 Lesson 7 2019-20 | Jennifer Willett | Stuart Dalziel | SHS1 | Speaking | Too and enough | too/not too with adjectives and adverbs was covered last lesson | too much too many snakes and ladders cards (one set per 4), snakes and ladders game boards and dice. | https://drive.google.com/open?id=1ZNd7f9D4iwgxw7DhGy0ohX_nb1WzrtEd | https://drive.google.com/file/d/1p732kt2nm3-ajiC_fXYb5hS6CGQwRXPs/view, https://drive.google.com/file/d/1xWeF4w5rybksjT4MPRtvti1HENMIjxSN/view?usp=sharing | Greet class | S have warmed up | Greet class and ask them to discuss what pizza toppings they like using too [adj.] and not too [adj.] | Review language from last lesson to strengthen | S have further grasped usage of too/not too with adverbs | *NET launches activity then goes to the corridor to test 4-5 Students whilst JTE supervises class* Play criss cross asking questions such as: Students says this, or similar: Why can't you catch Usain Bolt? Because he runs too quickly. Why couldn't he catch the train? Because he arrived too late. Why can't you hear her? Because she speeaks too quietly Why didn't you sleep? Because my neighbours play music too loudly. Why can't you understand the speech? Because she's speaking too quickly. Why did he fail his driving test? Because he drives too carelessly. Why is that teacher boring to listen to? Because he talks too slowly. Why are her songs so popular? Because she sings them beautifully. Give S the start of the sentence and let them finish it using too + adv. | Students practice listening and review last week's language point | Students complete and check activity C | Timezones 4 Unit 8 pg 79 Activity C Students write first and then check using the audio materials. Your JTE can just read the text and answers if they feel unconfident operating an ipod/ your phone to play audio in class. Answers: 1. too expensive 2. old enough 3. wide enough 4. too slow 5. tall enough 6. too hungry Ask the JTE to thoroughly review grammar students are still getting lost on. | Play a game to increase fluency | S have gained confidence and fluency | Review how to use TOO MUCH and TOO MANY and when each is appropriate to use. Play snakes & ladders using the attached resources in groups of 4. Question cards are FACE DOWN on the desk in a pile. Demo and emphasize the following rules: - ladder requires a Q at the bottom and another at the top, no time limit - snake heads require an answer on that space within 5s or the S will move down -4 is unlucky, miss a turn -S must roll the exact number to hit the finish, otherwise they bounce back. This minimises the number of students who are sitting doing nothing when finished. Any S that finish should read all future Q cards. in groups janken winner goes first, play moves left, S on the right reads the next Q. STUDENTS USE TOO MUCH OR TOO MANY EVERY TIME WHEN ANSWERING, they should create an answer which explains why an excess of something caused the problem on the game card. | If time free conversation | S have talked about their plans | S should talk about their weekend plans in pairs or small groups. | Timezones 4 Unit 8 pg 76- | https://docs.google.com/document/d/1Obo3XcCBv4RN-dpoCFik02o9ADmGPY6NghQ644cp6Mc/edit?usp=drivesdk | https://drive.google.com/file/d/1J5SJJHdoOZ5SowHfW5cplnZnYyM8wjpf/view?usp=drivesdk | |||||||||||||||||||||
| 2019-10-18 | SHS1 Term 2 lesson 6 2019-20 Too and Not Too | Jennifer Willett | SHS1 | Speaking | Too and enough | This lesson focuses on too/not too [adj/adv], next lesson will cover too many/too much [n.] This half semester focuses on using too, not too, enough and not enough. Because noun and adjectival/adverbial forms differ students have previously struggled with accurately using this language. | Print Touch it game sheets (1 per 4 S + spares) | https://drive.google.com/open?id=1lCgcxyFPGE2MV5dFK3praSJZlGpkUujG, https://drive.google.com/open?id=1Yj_l5TPGZgEbm0piYrs7u38SkuMG41mQTeH1QKPRLFw | Greeting | When students have warmed up | Prompts: 'how have you been?' 'What have you been doing?' | Introduce key language | When students have become familiar with too/not too. | Using the image of a life-sized vending machine, role play buying a drink from the school vending machine with the JTE. Model the use of too- and not too-. Compare the various merits and say which drink you like in the vending machine. N.B: Remember this lesson focuses on too/not too [adj/adv], next lesson will cover too many/too much [n.], so say that coffee is too sweet, rather than 'has too much sugar' with classes that may not catch the nuance. Break down the language, look at what kinds of words can be used with [not] too -. Talk briefly about how nouns have a different structure and how we will discuss them in detail next class. ***NET launches activity then goes to the corridor to test 4-5 Students whilst JTE supervises class*** | Students practise in pairs | S have had a short conversation using both too and not too with adjectives/adverbs. | 5-10m S have a similar conversation about drinks in a vending machine (or similar) in pairs, they should aim to use too and not too twice each, so 4 times per S, one positive and negative form each for adj. and adv. Get pairs wo show another pair their conversation. S can make notes, but this is *not* a script writing exercise, so the emphasis should be on speaking and listening, not writing. Choose a few S to model their conversations to the class. | S further gain fluency and confidence | S have played a speaking and listening game. | S play Touch It using the print outs. They know this game but haven't played for a while, so review the rules first. Groups of 4. S play rock, scissors, paper. Winner goes first. Examples: I think I will buy those sneakers. They are -. [expensive] > they aren"t too expensive. I can"t read that book in English, it’s - [difficult]> it's too difficult That teacher isn't interesting, he [speak, slow]> he speaks too slowly I can sleep late if my brother [shout, loud] and wake me up> if my brother doesn't shout too loudly Students especially find the fourth pattern difficult, so help them and do a little drilling. The janken winner asks a question and then the first student to answer using the prompt can colour the space in with their coloured pen. Play moves to the left. If a student uses incorrect grammar, the others get a turn. | If extra time, free conversation | S have gained confidence and ability in free conversation | S should practice using a theme such as what they plan to do after midterms etc. | https://docs.google.com/document/d/1SBREzyewtjTgQQzOyFBMEERlzQVEBIHJhwQDE_UldWs/edit?usp=drivesdk | https://drive.google.com/file/d/1EnRBUhqfp_FCl3xpTTLbOoqzWBZoiUJG/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-10-18 | Lesson 9 review (whether and wh questions) | Stuart Dalziel | JHS3 | Speaking, Grammar | OTHER | Wh questions / whether vs if | Print board games and procure dice | https://drive.google.com/open?id=1eAwepYHXeo_gWrLUp0MGFsmFSNrv2PrpI1sdGN0_FSU | ESSAY PROJECT: Catch up / ConclusionsAs this is a review session, it is a prime opportunity to catch up on incomplete pages of the essay project (my classes seem to have several students struggling to keep pace). Devote 5-10 min to going back through any incomplete activities from prior pages.The “conclusions” (lesson 4) page of the booklet is then delivered. Start by reminding students of how to form conclusions, as it has been some time since they studied this and it is arguably the most difficult part of the essay. | All students finish their conclusion plan | NOTE: As the non essay project content of this lesson is only review, this session is a prime candidate to skip if your class(es) are lagging behind. Obviously the essay project content should be carried over however. | Ss asked to write down a Wh question that is difficult / impossible to answer (it should insight the answer “I don’t know”).Then Ss are reminded how to convert it to a “what do you think question” and do so individually (it may be helpful to board the rules for auxiliary and do verbs again).Ss then invited to come up with a range of 6 stock answers to choose from for their question. “Other answer” should always be an option.Ss then go round and survey 10 other Ss, tallying the answers given. Ss then convert their data into a bar chart (demonstrate on board) and conclude by writing a summary sentence: “Most students think that I ate Natto”.EG: What did I eat for breakfast? > What do you think I ate for breakfast?EG: Natto, Omelette, Cornflakes, Miso Soup, Toast, Grapefruit, Other Answer (please say). | Summary sentences written | WHETHER SNAKES OR LADDERSThe snakes and ladders A3 sheets are distributed 1 per group of 4 students. Roll dice and complete the prompts. A couple of examples can be given first to refresh this grammar point. | Game complete or bell rings | New Treasure 3, Lesson 9 | https://docs.google.com/document/d/1FceEGNxQvtJp35ukcbl7-o0Lo4L7U3mXdeZtCG9JnZU/edit?usp=drivesdk | https://drive.google.com/file/d/1LJpU63RTF8OFafbGCEW18n5D1nDu5RI3/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-10-17 | Hayato Day 2 -- Cartoon Characters | Jason Packman | JHS1 | Listening, Speaking | Nouns | print out the below flashcards of cartoon characters, have flashcards of animals from previous lesson, cut up cards for karuta | https://docs.google.com/document/d/1dqNRJGvuboeM-0bQg5-UOWbFze-evpsuYM8LQ1EZpVI/edit?usp=sharing https://drive.google.com/file/d/1odQZn1SObWzlZpS-pnVq0tYSTy50oDA_/view?usp=sharing | Review animals | can remeber the names from the previous day | t writes the first letter of each animal on the board, then sees if students can spell it. writes out the names of each animal. leave room for the cartoon character names afterwards | Introduce cartoon characters | students understand some famous american cartoon characters | T introduces cartoon characters as if they were animals. what animal is this? do you know his/her name. their name is... -- then write name on board. | Play Karuta | students can recognize the names of the animals and cartoon characters | spread out all the cards on a table with teams. play karuta. t says the animal name, students take both cards. second round, t says cartoon character name, students can take both cards, finally, t says animal name and cartoon name, students take only specific card | Play Matching game | students can easily say animal names | show students on the board what to do. first turn some cards over. turn over the first card. say what animal it is. then turn over the second card. if they match, you keep them if they don't match, put them back. play this game with all the cards. switch partners if needed | https://docs.google.com/document/d/1eQkIurM2KT7EkjAuuIeF8VWP0MpXg6mqekzr7hzE-RY/edit?usp=drivesdk | https://drive.google.com/file/d/13KG6ZfkJo56uCi6H_Hb9l4RQxxsfv6Z5/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-10-16 | hayato day 1 animals | Jason Packman | JHS1 | Listening, Speaking | Nouns | print out flashcards | https://drive.google.com/file/d/1odQZn1SObWzlZpS-pnVq0tYSTy50oDA_/view?usp=sharing | Introduce the teacher and students | Students can ask and answer something about themselves | T. writes a big heart on the board and writes like at the top. T asks everyone Do you like ... with various examples of food and such. Then T asks everyone to stand up and ask the T one question of do you like | Introduce animal names | Students remember animal names | T says he has some animal pictures and he wants the students to guess them. T shows them one by one, obscuring parts of the picture each time. Students guess what it is. Teacher then practices the pronuncation of each one. T can also practice the singular and plural as well | Play hammer game | students have fun while learning names of animals. | T puts animals on the board. T passes out one hammer to two students. T calls the name. Students then rush to the board and slam the corresponding animal name with the hammer. IF students doa good job, have winning student call out animal name in later rounds | students say which animal they like | students can say which animal they like | T has students stand up and are allowed to sit down once they say which animal they like | https://docs.google.com/document/d/1dEeY6U9Xt3V8YO5fIWp-CWlIdf8Iz--EvG-A87GRnbM/edit?usp=drivesdk | https://drive.google.com/file/d/1NYiDgWjaidxzNOvaEPE7ex9cM7NHC185/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-10-16 | Present Perfect Tense SHS3 Lesson4 | Kim Stahl | SHS3 | Listening, Speaking, Pronunciation, Reading, Grammar | Present perfect simple tense | The teacher should be able to offer several examples of the present perfect, and be able to explain why this grammar point is used. | The teacher will introduce the present perfect useing both positve and negative. IE I have been to Korea. I have not been to Thailand. Draw a timeline on the board and explain that this happened at some point in the past. The teacher should also emphasize the both the yes and no responses. the past | The students will be able to respond to simple yes/no questions using the present perfect. | The teacher will now make sure the students have the necessary vocabulary. Using past participles make a list of about 10. IE see/saw/SEEN, take,took, TAKEN | The students are able to use the past participles when asking a question in the present terfect. IE Have you taken a taxi to school? . | Now useing the vocabulary taught have the students break into pairs and have them both ask and answer questions. | The students should be able to both ask and answer simple questions useing the present perfect. | World English 2 Unit 2 page 16 | https://docs.google.com/document/d/1JC6rDlrCi9scspNOK7I61k1KkxBCKxysjCiij70SW5o/edit?usp=drivesdk | https://drive.google.com/file/d/12HrfJ52mTn3xli9oU0aOzGyEbokRxbQ-/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-10-16 | Rejoinders/Follow-Up Questions SHS3 Lesson3 | Kim Stahl | SHS3 | Speaking, Reading, Writing | OTHER | Rejoinders/Follow-Up Questions | The idea is for the students is to combine the 2 previous lesson. Everything should be in place. But the teacher should give them an example of what is expected. | The teacher will write an example of what is expected for this exercise. IE I went to Hawaii for my summer vacation. Oh! Really? Where did you go? I went to Maui. That;s Great. Who did you go to Maui with? | The students know what is expected of them, and they are ready to write their own with a partner. rite | The students will write 2 separate skits. One useing a positive situation, the other useing a negative situation. | The students have completed writing both situations. | The students will have their skits checked by the teacher, then they will perform their skit. | All the students have performed their skit . | https://docs.google.com/document/d/1Oxvur2_a7sxlRS-q7FfXIvPnj4MWzcv02X0sCS3FZik/edit?usp=drivesdk | https://drive.google.com/file/d/12ax29ROCMM6PNPAlbRYHzAL5HX-zmke4/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-10-15 | Hobbies (Hayato) | Brandon | JHS1 | Speaking | Gerunds | Hobbies | Print out flashcards and bring dice and magnets, 15 minutes | https://drive.google.com/open?id=1FMvA0LZk_t81ydPPTNQjLndCcnqT8gI_ | Intro vocab | Ss understand the different phrases and can say them | * Show Ss one of the easier to understand cards, such as listening to music. Elicit what's happening in the picture, then have Ss shadow "I like ___". Repeat for the rest of the flashcards. Repeat a few more times until Ss are comfortable with them. * Ask each S what their hobby is. Make sure they know they can say other hobbies too. | Team Charades/Pictionary | Students are more comfortable with the vocab | * Put the flashcards on the board. Divide the class into two teams. * Elicit the sentences by gesturing. The first team to guess correctly gets a point. * Then try doing the pictionary version of the game. After a couple rounds, tell the Ss that they will now be drawing the pictures. Have one person from each group come up and draw the same hobby. | Class board game | Students get more practice speaking | * Number the flashcards 1 to 7. Then draw a gameboard on the blackboard made up of those numbers in a sequence. Write start and finish at each end of the sequence. * Divide the class into teams and put a magnet on start for each team. One member from a team rolls. Move their gamepiece to a number. That team member then says the corresponding hobby sentence. The next team goes. Continue until a team wins and all the students have spoken at least once. | What is your hobby? | Students can ask each other about their hobbies | * Ss practice the question: What is your hobby? Show them that the answer is the one of the previous sentences. * Ask each student individually what their hobby is. Then all Ss stand up. Demonstrate that if you ask a question, you can sit down. Ask a S a question and have them answer. They then ask another S and then sit down. Do this until all students are sitting down. | Criss-cross/Human Tetris | Students are willing to answer questions about their hobbies | * Play criss-cross or human tetris, which some students can sit down when someone correctly answers the question, What is your hobby? | https://docs.google.com/document/d/1YI3AuopPsRCVrW6D-mRnIf5YEieHRq3gsns_8CF4SNo/edit?usp=drivesdk | https://drive.google.com/file/d/1h6REORJjYG07y0TzEw4-Crw8Ix_il3vr/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-10-15 | Intro to Numbers (Hayato) | Brandon | JHS1 | Speaking, Pronunciation | Adjectives | Mini whiteboard and dry-erase marker | Intro numbers | Students can say various numbers | * Elicit numbers by writing them on the board, up to around 30 or 40. * Stress pronunciation differences between numbers such as 17 and 70. * Have students count one by one as high as they can. * Challenge mode: do it one more time, but this time, omit multiples of 7 (or some other comparable number). | Team Telephone | Students can correctly pronounce numbers | * Show how to play telephone, where people listen and quietly repeat something until the front person either circles or writes it on the board (depending on level). * Divide the class into two teams. Write a bunch of numbers on the main board for each team. Then write a sequence of three of the numbers on the whiteboard, which will remain hidden. * Tell one member from each team a number from the whiteboard. They have to whisper it to the next person, until the front person can circle/write the correct number. * Teams get one point for each correct number. If they seem capable, have them do the writing version next, where there are no numbers on the blackboard at the start. | Higher/Lower | Students can think and speak in terms of English numbers | * Introduce the higher/lower game concept by asking, "How old am I?" Write a range of plausible ages on the board as a hint. Write the actual age on the whiteboard, which remains hidden. Ask each student the question, and they guess and answer with a number. Respond with, "Higher," "Lower," or "That's right!" Use gestures to reinforce meaning. * Once they get it, Ss repeat the words higher and lower. T uses symbols/gestures to reinforce meaning. * Write a new range on the board, for example, 1~100. Then write a number on the whiteboard. Continue where you left off in student order and have them guess. * After a couple times, have the winner choose a number and other students guess. The previous winner then answers with higher, lower, that's right. | https://docs.google.com/document/d/1iJSVjZYi5qf_mtBH-Saz_YuymBimhJytneURqBfmNsg/edit?usp=drivesdk | https://drive.google.com/file/d/1GAdTjaeI2QG4zr2Ao54qzQgoqMi1qLH-/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-10-10 | English Camp Prep | Brandon | JHS2 | Listening, Speaking | Questions and short answers | Print a copy of English camp questions for each student | Intro questions | Students understand the questions | * Ss shadow T reading the questions. T gives example responses. * JTE gives additional Japanese explanation when necessary. | Question asking activity | Students can understand their peers' questions and answer them | * Ss stand up. T asks one student a question from the list. For example, "Takeshi, have you ever eaten fugu?" S answers properly, then asks another student a different question using the same format, then sits down. Continue until all students have sat down. | Criss cross (or other game) | Students can answer native speaker | * Play criss cross, having lines of students sit down when they answer T's questions properly. | https://docs.google.com/document/d/1DioAxBwCtwqSn7LGE_jJSmsYRlWFhYNvwzIROJvFbEU/edit?usp=drivesdk | https://drive.google.com/file/d/15e4W_O-CeBl3lSarWZ9ESyjXNB499bc_/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-10-10 | Positioning Things in a Classroom | Brandon | Jason | JHS1 | Listening, Speaking | Prepositions of place | Adjectives | Classroom objects | Bring a large paper for each student | Review the vocab | Ss can recall previous vocab | * Use gestures or pictures to elicit review vocab, including classroom objects and prepositions of place. Also introduce adjectives, such as big, small, long, short, and tall. | Describe the room | Ss can describe real objects in the room | * Each student describes one object in the room and where it is. | Drawing activity | Ss describe imaginary objects in a room | * Introduce the situation. Say there are four desks in a classroom. They belong to Tom, Sally, Jennifer, and Alan. Tell them to draw the following: Tom's big desk is in the center of the room. Sally's small desk is next to Tom' desk. Jennifer's tall desk is next to Tom's desk, too. Alan's short desk is next to Sally's desk. * Students draw the room as described. Then, each student describes an object using the lesson vocabulary in relation to other things in the picture. Alternatively, play elimination hot potato to have students describe objects in the picture. | https://docs.google.com/document/d/1fNF2DHj2fOo-f4zLvXFji_Pk4rJ7n8Xn1r6jwPJaQhU/edit?usp=drivesdk | https://drive.google.com/file/d/1XRpgz4ZVNfnBZBeFBHhql_7GZmbuIKJW/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-10-09 | JHS2 Lesson 15B - Present Perfect (Simple) 3 - Have you ever? / Review | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing | Present perfect tenses | Print both activities | https://drive.google.com/open?id=1xpj0orRSYWcqCuWuzPrfsR2Kzivlpa8etYl_wgsTMIQ | Greet the class and give them some general feedback about their speaking test. What did they do well? What could they improve? Etc. | Students have warmed up. | Previously, we taught the students how to answer questions using the present perfect. This time we will focus on giving them the ability to ask the questions as well as answering them. Distribute the "Find someone who..." activity sheet. Teach how to construct "Have you ever...?" questions and answers with the class. They should be familiar with this as they studied it before the speaking test. Elicit the questions that the students need to ask from the worksheet. | Students understand how to construct the questions and answers correctly. | Eg - Have you ever flown in a hot air balloon? Have you ever bought something very expensive? (Some of the new vocabulary might be confusing so make sure that they understand the Japanese translation). | Students begin the "Find someone who..." activity. | Students have completed the activity. | Students walk around the room and ask each other questions using the taught structure. Make sure that the students have a different name for each question, they cannot use the same student twice. They can ask follow up questions to obtain extra information eg - why? when? Etc. | Student activity feedback. | Students have completed the activity. | Encourage the students to share any interesting answers to the rest of the class. | Present perfect battle game. Explain the rules briefly (it's all explained on the worksheet). Put the students in teams of 4/5 and have them play for as long as time allows. Monitor the class and make sure that they are using full sentences. | Students have finished the game. | https://docs.google.com/document/d/1GAfAV10mEddmmbUHH3OjPs8VrvOeuPCiC775tb1-O5Q/edit?usp=drivesdk | https://drive.google.com/file/d/1BERfUbzj0JWSa9HO2Fjh_vHP_onDpsIS/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-10-08 | Classroom Objects | Brandon | Jason Packman | JHS1 | Speaking | Nouns | Print and cut out cards, 15 minutes | https://drive.google.com/open?id=1om1gZHPLBUS6uMGAR7Sk1lQvuS80-8Je | Intro school objects | Ss know the names of things in the room. | * Elicit object vocab using gestures. For example, a stapling motion for stapler. * Drill the words using flashcards. | Pictionary | Ss can say the words by sight | * Draw an object on one of the cards without . Elicit, "It's a ________." Repeat a couple times. * Divide the class into two groups. Have two students come to the front. * Students are shown a card with one of the new vocabulary words. Students at the front then draw the object on the card on the board. When someone on one side gets a correct answer saying "I, change the drawing team in the front. * Repeat till all students have come to the front. | Karuta | Students can listen | Break students into x number of groups. Give each group a set of vocabulary word cards. T says one of the objects. S rush to take the card faster their friends. | https://docs.google.com/document/d/1_MUJczvSZsJcQgmA2aIRCjh-_C6rRxkT7xz5PAapzG0/edit?usp=drivesdk | https://drive.google.com/file/d/1xXjoOqXPS3FDg4MLkE7MBWesZF6Ggkg3/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-10-08 | Whether vs If | Stuart Dalziel | JHS3 | Speaking, Grammar | OTHER | Usuage of whether and contrast with if | Just printing | https://docs.google.com/document/d/1--3SXuaZoGY_HND7MtBTTe8NEX2crmaUiyYYRftdKKM/edit?usp=sharing https://docs.google.com/document/d/15AdxUUybf_k_kJ_Mjv3PUT76zlGnj8oPBUwnEr91f5A/edit?usp=sharing | The “body paragraphs” lesson (3) of the booklet is delivered. | All students have finished | Ss may need a refresher on the content and this lesson may take a little longer than lessons 1 and 2. | Following sentences boarded. Ss have to guess which are correct and incorrect.I can’t choose if to play soccer. (X - to + infinitive)I will go to the beach tomorrow if it is sunny or cloudy. (X - two options given)I would buy a Ferrari if I were rich. (O)I’m thinking about if I will go to Kichijoji. (X - following a preposition)Ss then asked why these sentences are wrong (for the reasons stated in brackets). These are the rules of when to use whether instead of if and should be boarded.Ask students what we need to change to make them correct (substitute whether in place of if) | Comprehension checked | Worksheets completed as individual work, answers checked as a group. | Answers checked | Section A - right or wrong?Section B - finish the prompt. | Ss split by rows. “If” prompts given to back student of each row. Ss must pass the prompt up the chain to the front of the room, at some point converting it to a “whether” prompt by adding an alternative option. If I go to Shibuya > Whether I go to Shibuya or Kichijoji | First row to successfully complete all prompts wins. Answers cannot be copied from other teams. Mix up seats for variety from last week if needs be. | If more time remains Ss should complete the time clause worksheet from lesson 4, as it is unlikely this was completed in full during the time alotted, and / or catch up on any essay project lessons they may have failed to complete fully in previous sessions. | Bell rings | New Treasure 3, Unit 9 | https://docs.google.com/document/d/1CeXhrzO7x6HPDx2aUy1INFKuSHmEauYaOpPdQryJgxk/edit?usp=drivesdk | https://drive.google.com/file/d/1lQqp1q-yOgdEwbZhYgHPRBkYMNBhOCiy/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-10-08 | Follow-Up Questions SHS3 Lesson2 | Kim Stahl | SHS3 | Listening, Speaking, Reading | Questions: WH questions | The teacher should compile a list of possible follow-up questions using WH questions as well as How long/far/big/tall etc.and What kind of......... | First introduce some statements that reqire a follow-up question. IE. "I went to bed really late last night." FUQ What time did you go to bed? "I saw a great movie on Saturday." What movie did you see? | The students will recognize when a follow-up is required. | On the board write a few statements that will require a follow-up. Be sure to wrie questions that go through all the possible WH questions. IE Who/What/When/Where/What kind/How many/long/far/big. | The students will recognize which is the correct question to ask in a given situation. | Using the same questions, put the students into pairs and have them both ask and respond to the questions. | The students should have the tools necessary to respond correctly to the situation. n | https://docs.google.com/document/d/1n3dqqp8myIQHz5GP8KP0oJy6M8s87woTMp8KcItyZiY/edit?usp=drivesdk | https://drive.google.com/file/d/1Sq_DUF1QJKS85y7A45QcAh_60g5AKMLm/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2019-10-08 | Rejoinders SHS3 Lesson1 | Kim Stahl | SHS3 | Listening, Speaking, Pronunciation, Reading, Writing | OTHER | Rejoinders are short replies to statements either positive or negative | The teacher will have to familiarize themselves with a number of situations and possible rejoinders. IE Happy news. That's Great!/ Sad news. That's too bad./ Surprised. You're kidding!/ Interested. That's nice. | Throw out a statement to the class, and wait for a reply. ou will probably not get one. I like to use " I went to Canada for my summer vacation." Choose a few students and try to get a correct response. If after a few tries you do not succed give them a few possible responses. IE Wonderful/Terrific( Happy News) | The students will come to understand that ther is a correct response to a statement | The teacher can put their acting skills to work showing happy/sad/surprised/interested face. | Next try giving some bad/sad news. Showing the opposite should give the students some context to what is expected. Offer some things like " My friend broke his arm." " I lost my phone last night." | The students will recognize that in this this situation they need to show some compassion or support for the situation.t | Now that these two have been introduced, offer up a few more situations. Write them on the board and have the students offer a respose. Stick with the Happy/Sad for a while and offer some other correct resposes. IE OH No!/ I am sorry to hear that. That's terrible. | The students should now be able to present a situation and have it responded to properly. | https://docs.google.com/document/d/1u2GmxbU0bhZ0EufY0KFgO1blJlE9P_t-tvyXWMiezsI/edit?usp=drivesdk | https://drive.google.com/file/d/1ADe6uhe2bJfi4KdRtlB3du1nUjYbhTpY/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-10-03 | Uncommon ‘Wh’ question structures | Stuart Dalziel | JHS3 | Speaking, Grammar | Questions: WH questions | Cutting up dash prompts, printing interview sheets | https://docs.google.com/document/d/14KT5zoCFqZlnASxwuc9Rx0sYmpIbM0ahulv3TXtk134/edit?usp=sharing https://docs.google.com/document/d/1CCAf0h22Uc9_fqP1L7i5cgM-6pjAmxGNUURDxbg7MO4/edit?usp=sharing | Writing booklet lesson 2 (Introductions) is delivered. Fairly self explanatory again, although Topic argument reasons may need a recap as it was a long time ago. Ss must continue the same essay they selected at end of previous session. | All students have completed lesson 2 | A series of direct open Wh questions boarded, using what, when, why etc. Ss told that these can be converted to closed yes/no questions by prefixing ‘do you know’ Note that for auxiliary verbs except ‘do’ we alter the syntax. Do one conversion then elicit one.(Note that in open questions containing the word do, it is omitted in the closed question version to avoid redundancy). Do one conversion then elicit one. | Presentation completed and comprehension checked | For all other (lexical) verbs the prefix is added without change. | Ss are divided by rows, with the board divided into corresponding sections. S at the back of each row given a sheet of direct Wh questions. They must pass the question up the chain to the front student, who then writes the ‘Do you know’ version on the board (the conversion must occur somewhere down the chain). First team to finish wins. | Game has finished | Ss told that the problem with do you know Qs is that if someone answers ‘no’ they are of very little benefit. Not to worry, because we can follow up with a question which invites them to guess:[WH QUESTION] + [DO YOU] + [VERB OF SPECULATION] + [OBJECT]What time do you think it is? I think it is [ANSWER] | OPresentation completed and comprehension checked | Other verbs of speculation include suppose, believe, imagine, expect etc | Students complete the speculative interview questions sheet as a pair interview. | This will last until bell | New Treasure 2, Lesson 9, P.143 | https://docs.google.com/document/d/1QnXEl140Jx0c1nIFQ5hbKTZ6UehaY8Nez8Riz4qhOiI/edit?usp=drivesdk | https://drive.google.com/file/d/1PFk5H6JGXVI7xjm2g55e91ru9-GMLeRB/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-09-29 | Family introductions | Brandon | JHS3 | Writing | Verb tenses | Write an example 10 sentences to show students and make copies, 20 minutes | Example | Students understand how to write about their families | * Hand an example worksheet with ten sentences about T's family. * T reads their introduction. Ss shadow T. * T explains how to adapt the sentences for the Ss' own families, explaining any difficult/new vocab. * T tells Ss that they should use language appropriate to their level, and nothing too simple. | Writing | Students can think of how to introduce their family extensively | * Ss write their own ten sentences. T helps as necessary. | Memorization | Students are more able to replicate their sentences from memory | * As it will be on the midterm, Ss should begin memorizing their speeches. | https://docs.google.com/document/d/1a19M9m_Hw8gfKszdUKTrnxStmqRalaIQVFNZrLZU9Kc/edit?usp=drivesdk | https://drive.google.com/file/d/1waQtY7qGlg8iYqODZdTA-JIB8MA0TP0D/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-09-27 | J3 Shopping | Adam Strauss | Brian Heilenman | JHS3 | Listening, Speaking, Reading | OTHER | WORKSHEET | https://drive.google.com/open?id=1v0O6ruJ1xwnSyeiklHxWFyLIjBqXqud8 | Have students ask 2 questions each following the format | When both questions have been asked and answered. | Practice asking and converting Japanese yen into Australian dollars | When finished | Convert Australian dollars into Japanese yen | When finished | Students ask each other what they want to buy. | When all questions have been asked | https://docs.google.com/document/d/1WQgSz1NgkGJe1HdInFAqMhzfY_pMJ1Vl9KcyHKDo04A/edit?usp=drivesdk | https://drive.google.com/file/d/1rRRoeDlHaO9jjBdk94yoGRyn0f0cqYPF/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-09-26 | Subjects Part 2 | Brandon | Jason | JHS1 | Listening, Speaking | Nouns | Subjects | Bring a class schedule for the test | Schedule test | Students can talk about their schedule | * Review subjects, days, and periods * Ask each S about one of their class times, and they answer with the subject * Grade out of 10 points | Dictation | Students can understand sentences about the topic | * Read the following and have Ss write it in their notebooks: My favorite subject is Science 1. It's fifth period on Wednesday. The teacher's name is Mr. Shimizu. * Read it once more if necessary. * Elicit the speech from students and write it on the board. | Speech | Students can talk about their favorite subject | * Erase keywords from the speech and have the students write their own version in their notebooks. * Students can practice with a friend and perform it in front of the class. | https://docs.google.com/document/d/1vYaXUgoXz-k2FQe17HrZ3IvY5tGHFTzudLS0Meu5Bp4/edit?usp=drivesdk | https://drive.google.com/file/d/1sSfPkMnztypI_594l5pkgmr2Xnk2Q8tJ/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-09-25 | Time clauses | Stuart Dalziel | JHS3 | Speaking, Writing, Grammar | OTHER | Time clauses | Printing worksheet, filling in A3 game sheet with suitable questions, sourcing dice | https://docs.google.com/document/d/180ZhEzGiPrrFflORzKLCHkmAyhwOwJ8WDgmo32OUlts/edit?usp=sharing c0ec0ced0065dba10115a37119642845.jpg | Writing booklet lesson 1 (Titles) is delivered. Fairly self explanatory - go through the page, present the language structures then monitor as students complete the activities. | Booklets distributed, explained and queries answered | Since / Until Timeline encompassing past present and future boarded. Graphically represent the time period each word or phrase refers to (Since from a specified point in the past up to now, synonym ‘from’. Until all of the past up to a specified point in past, present or future, synonym ‘to’). A good example may be to put the hours of the day and then elicit We have been studying since, we will study until. | Comprehension checked | By the time / As soon asSimilar timeline used, but these two are used with events rather than numericals as the specifiers. By the time refers to all time up to a specified event in the past, present or future, synonym ‘before’. As soon as refers to the immediate aftermath of a specified event in the past, present or future, synonym ‘when’. As soon as I get/got home, / By the time I finish junior highschool are possible good examples. | Comprehension checked | Time Clauses WorksheetStudents complete the given prompts, which become progressively less guided as they go. | Check as class at end with some example responses. | Group activityTime clauses board game is played in groups of four as a freer structure formation activity, with students orally completing the given prompt they land on.Can be played either using dice or Jen’s janken system to determine movements. | This will likely run until end of session | New Treasure 3, Lesson 6 | https://docs.google.com/document/d/1jtGN8DQcoGS2B5ywZeYEey0PBI5y7JOTghz-yLLg0iY/edit?usp=drivesdk | https://drive.google.com/file/d/1S40bHp7VJhYZALaqRIZ4MCWCrWGr5her/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-09-25 | SHS3 - Letter Writing | Andy Hughes | Stuart Dalziel, Jennifer Willett | SHS3 | Listening, Reading, Writing | Word formation | Print all of the materials | Greet the class and warm up. Give them time to fill out their blue tracker cards. Collect homework H and assign I. (Assignment can be left until the end if you prefer). | Class are ready to begin. Blue cards filled out. Homework collected. | Short form composition - Letter Writing. Distribute the 'Letter from Pepe' activity. Give the students around 3 minutes reading time. Give them five minutes after that to reply to the letter. | Students have finished the letter composition. | A few minutes of peer review can be added if needed. | Teach the students about letter writing. How are they different from essay writing? Highlight a few points from the sheet. For example, letters can be formal or informal depending on the recipient / purpose. Mention the Pepe letter. Was this formal or informal? Hand out the letter layout sheet. | Students understand how a letter differs from the usual sort of essay they encounter. | Teacher can choose which points to highlight. The students will be given a copy of what is explained so there is no point regurgitating the same information. Highlight the important points briefly. Should you be formal or informal? Use the correct format. A letter is not an essay. Stick to the word count. Instead of a full introduction and conclusion, it needs an opening and a closer. ETC. | Split into the three groups. The 'Letter from Boris' handout is distributed. Give them ten minutes to complete this task. Peer review if there is enough time (again, around ten minutes). Make sure that they are using the information from the layout handout. | Students have completed the letter writing activity and have had a chance for peer review. | Students choose their own homework. It should be connected to their university choice. Ms Shiga can explain this briefly. Any other announcements can be made. | Class has finished. | https://docs.google.com/document/d/1mfiJLWVKM1X496C4yjXU5z2eIefCS87MQLVjHdIXBQY/edit?usp=drivesdk | https://drive.google.com/file/d/1Td9bEpzUd3HnvN-AfV0nM6Xzk3FLtswy/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-09-24 | English Camp Speeches | Brandon | JHS2 | Pronunciation, Writing | Present simple tense | Japanese culture | Correct grammar issues for each essay, 30 minutes per class | Go over corrections | Students are ready to rewrite their papers | * Hand back papers to students. * Ss check T notes to make sure they understand the suggested changes. * T checks with Ss who seem to have trouble understanding the changes, as well as Ss who may have difficulty with their speech as it stands. Feel free to shorten/simplify, depending on student ability. | Speech rewrite | Students have finished, legible speech | * Ss rewrite speeches (if necessary) either on new paper or in notebooks. | Practice/memorization | Ss make progress with memorization | * Ss can practice alone or in pairs. | https://docs.google.com/document/d/1L4gBosj8jBKAkLGEXDm09pvwYegcozdQiwTglUk5em4/edit?usp=drivesdk | https://drive.google.com/file/d/1TjroQdyVetEou9XYZpVwOdP8tHPo_UBv/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-09-20 | SHS1 Lesson 1 Term 2 2019-20 | Jennifer Willett | Stu Dalziel | SHS1 | Listening, Speaking | Modals | riddles worksheets | https://docs.google.com/presentation/d/1U2lEjDBzizLG51azSgy8ab1IpvIMWFo88sGx5-oShMo/edit?usp=drivesdk | Greet class | S have warmed up | 'How was your summer vacation?' 'What have you been doing since July?' Remind students about the upcoming speaking tests. | Review modals | S have reviewed key grammar | elicit and drill with JTE to go over could have been, might have been, must have been etc. Remind them of pronunciation and elicit the level of certainty for each phrase. | Riddles task | S work in pairs to complete a riddles activity | S work in pairs and complete the riddles task, making PAST TENSE speculations about what could/might/must have happened. Remind S this grammar is for guessing. Give S about 2-3m per riddle and then feed back as a class. If they got it perfectly they get 2 points, if it was a near miss, 1 point. The pair with the most points at the end of class wins. This will take about 25-30m in all likelihood | If time: play criss cross reviewing grammar from first term | When S have played a speaking game and further reviewed this year's key language | https://docs.google.com/document/d/1Ee5Qn5JrkUVdgT2uSCoJYSpXlaOTsRabAHMnaEqPF-k/edit?usp=drivesdk | https://drive.google.com/file/d/1ohiRsCzaICNYxcFZpXf0IkwH4g6E8Gji/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-09-20 | SHS1 Lesson term 2 2019-20, Unit 4.2 | Jennifer Willett | Stu Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | passive voice games | https://en.islcollective.com/english-esl-worksheets/grammar/passive-voice-or-active-voice/board-game-passive-voice/11400 | Greet class & warm up | S have warmed up and spoken about their week | Ask S 'How have you been?' & 'What have you been doing?'. They're still getting these questions confused and benefit from practise. They should ask a friend and a few pairs should be chosen to feed back. *NET launches activity then goes to the corridor to test 4-5 Students whilst JTE supervises class* | Students gain fluency through a speaking game | Students have gained fluency speaking the target language | https://en.islcollective.com/english-esl-worksheets/grammar/passive-voice-or-active-voice/board-game-passive-voice/11400 Notes: Play a speaking board game. S make pairs. Students janken, the winner takes the first problem and play moves to the left. The player changes the sentence to a first person passive voice sentence, e.g. Somebody broke your favourite vase >>>> A: "My favourite vase was broken by someone!" | students use free conversation | When S have spoken freely in small groups | S should speak in their game groups of 4 about a time when they made an excuse/heard an excuse to cover something up. They should try to use the passive voice where appropriate in their story. | If time students revisit the following game or play with the JTE: | Students play the game | Three guesses This is a guessing game. Prepare three clues about a person or thing – include at least one passive in the clues.e.g. for a person I was born in Australia. I worked with wild animals all my life. I was killed by a stingray in 2006. (answer: Steve Irwin, the Crocodile Hunter) e.g for a thing I’m found deep underground. I’m used for many purposes, including heating, gasoline and making plastics. I’m almost finished now, people say I will be gone in fifty years. (answer: oil) Demonstrate the game by telling the students your clues and asking them to guess who or what you are. Then ask students to make similar clues and test each other orally. This is still rather restricted but at least now they are coming up with their own language. You could also give each student a slip of paper with a name of a person or thing for them to make clues for. A variation is that the students hear the clues and then ask two or three more questions before they guess. | https://docs.google.com/document/d/1pIJ8JveGXdswxIz6IqSQ81iXfFWX9u8sVCWe_kCqfmA/edit?usp=drivesdk | https://drive.google.com/file/d/16iyxCWk0bvXzcrcOCl_omyi3m8AKy07F/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-09-20 | SHS1 Lesson 1 Modals review | Jennifer Willett | Stu Dalziel | SHS1 | Listening, Speaking | Modals | Print riddles handouts | https://docs.google.com/presentation/d/1U2lEjDBzizLG51azSgy8ab1IpvIMWFo88sGx5-oShMo/edit#slide=id.p1 | Greet class | S have warmed up | 'How was your summer vacation?' 'What have you been doing since July?' Remind students about the upcoming speaking tests. | Review modals | S have reviewed key grammar | elicit and drill with JTE to go over could have been, might have been, must have been etc. Remind them of pronunciation and elicit the level of certainty for each phrase. | Riddles task | S work in pairs to complete a riddles activity | S work in pairs and complete the riddles task, making PAST TENSE speculations about what could/might/must have happened. Remind S this grammar is for guessing. Give S about 2-3m per riddle and then feed back as a class. If they got it perfectly they get 2 points, if it was a near miss, 1 point. The pair with the most points at the end of class wins. This will take about 25-30m in all likelihood | If time: play criss cross reviewing grammar from first term | When S have played a speaking game and further reviewed this year's key language | Time Zones 4 | https://docs.google.com/document/d/1j77SUpPy9UFOiePwPFaM-QDCzOUaKoZbK1ZDRwy-Cqg/edit?usp=drivesdk | https://drive.google.com/file/d/1uvpd5JV1OKp2U9JICkd8tptecKY5IJmf/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-09-20 | SHS1 Lesson 3 Term 2 2019-20 | Jennifer Willett | Stu Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | Excuses, Excuses worksheets | https://docs.google.com/drawings/d/19p2ifM8WVXCGOWLXnYmULmszJdbRUXXuN4h-V91mA_Y/edit | Greet class & warm up | S have warmed up and spoken about their week | Ask S 'How have you been?' & 'What have you been doing?'. They're still getting these questions confused and benefit from practise. They should ask a friend and a few pairs should be chosen to feed back. | Students practice listening | Sts complete Time Zones Preview A & B unit 4 and check answers | Do listening from Time Zones Preview A & B unit 4, JTE handles this activity *NET launches activity then goes to the corridor to test 4-5 Students whilst JTE supervises class* | Students gain fluency through a speaking game | Students have gained fluency speaking the target language | Play a role playing game. S make groups of 4. Students janken, the winner takes the first problem and play moves to the left. The player changes the sentence to a first person passive voice sentnece, e.g. Somebody broke your favourite vase >>>> A: "My favourite vase was broken by someone!" They then ask the 3 players "Did you do it?" and they need to 1)make an excuse using the passive voice and 2) say why: B: I didn't do it. It was broken by a cat which was playing. C: I didn't do it. It was broken by Kenji because he doesn't like you. D: I didn't do it. It was broken by your brother, but he is too scared to tell you. Student A then says "I believe you -!", the most plausible excuse giver gets one point. Problems: Somebody broke your school chair. Somebody let your pet bird escape from the window. Somebody spilt cola on your bed. Somebody used your makeup/shaving kit. Somebody searched through your school bag. Somebody stole your favorite pen. Somebody hacked your computer. Somebody put jelly in your desk. Somebody wrote in your textbook with a marker pen. Somebody sent you a fake love letter. Somebody smashed your smartphone screen. Somebody took your umbrella. Somebody uploaded video of you singing in your bedroom to the Internet. Somebody drew a beard on your face while you were sleeping. Somebody ate your birthday cake before the party. Somebody spilt food on your school chair at lunch time and didn't clean it. | If time ask students to use free conversation | When S have spoken freely in small groups | S should speak in their game groups of 4 about a time when they made an excuse/heard an excuse to cover something up. They should try to use the passive voice where appropriate in their story. | Time Zones 4, pg 36-37 | https://docs.google.com/document/d/1TucdQNPu2e1TSqEVqYw1PoXWpvoos2W6c81_z3G7Hiw/edit?usp=drivesdk | https://drive.google.com/file/d/1IkTGMlp5CWyjZXkzP9ebPv0jE2vzWUsM/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-09-20 | SHS1 lesson 4 Term 2 2019-20 | Jennifer Willett | Stu Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | When I was worksheets, Simple Present & Past Passive Voice homework worksheets | https://drive.google.com/file/d/1ftFgoZCkkcMOt3IZje6WQvb96nxw7hpk/view, https://drive.google.com/file/d/1r2oOrRUDSSe_D_qsE4LURVqkC2Xd_Zyd/view | Greet the class | When S have asked 'How have you been?' & 'What have you been doing?' | Ask a few students 'Have you ever helped an animal?' | When S have been introduced to the day's topic | Elicit some detailed responses from students | Check new vocabulary on page 36 Time Zones 4 | S complete listening preview activities A and B on page 36 Check the answers | Introduce activity C | Elicit some responses from students | Students complete conversation C in pairs, Feed back as a class | S drill language focus | S gain understanding of the target language | Students practise the language focus on page 38 | S complete the 'When I Was' activity | When pairs have used the prompts to make passive voice sentences | *NET launches activity then goes to the coridoor to test 4-5 Students whilst JTE supervises class* e.g. When I was a child, I was told to look both ways while crossing the road. Feed back as a group after S have had a short free conversation about each prompt. Give them about 15m for this activity then feed back. | S practise pronunciation | S complete pronunciation activities A and B on page 41 | If time: set and explain the present and past passive voice worksheet | Complete Condition: When S have completed the passive voice worksheet | Distribute and demonstrate | if there is time, S practise free conversation | S talk about very early memories using the passive voice (I was taken, I was carried, I was given etc) | Time Zones 4, unit 4 | https://docs.google.com/document/d/10x1-MxcJeykXlRt0sk8kDRLVFL86qwjtZbJ7NJ9lFiQ/edit?usp=drivesdk | https://drive.google.com/file/d/1agCHlLZ2exKWe2CquLQl-IQbwkj3h9na/view?usp=drivesdk | |||||||||||||||
| 2019-09-20 | SHS1 Lesson 5 term 2 2019-20 | Jennifer Willett | Stu Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | Print passive voice game (1 per 4 sts), dice (1 per 4 sts) and connect 4 game (1 per pair + spares) | https://drive.google.com/file/d/1mfSUa9Emjh-jDnkX4Hu8Hp26Bk2rDav2/view?usp=drivesdk, https://en.islcollective.com/resources/printables/worksheets_doc_docx/board_game_-_passive_voice/passive-voice-boarg/11400 | Greet class & warm up | S have warmed up and spoken about their week | Ask S 'How have you been?' & 'What have you been doing?'. They're still getting these questions confused and benefit from practise. They should ask a friend and a few pairs should be chosen to feed back. | Remind S of the passive voice | S review the key grammar | Remind S of lesson 5 where the passive voice was studied (and in last week's lesson). Elicit a few examples of transformations from S. e.g. The boy broke the window = The window was broken by the boy. Remind S how to make negative sentences. e.g. They didn't write the letter.= The letter wasn't written by them. Nobody invited him. = He wasn't invited by anybody. | Play connect 4 in pairs to practise speaking | S practise speaking in pairs | Demo and play connect 4. S should be familiar with gameplay, but remind those who have forgotten: Ss ask and answer questions playing the classic game, Connect Four. The object of the game is to get four of your color/mark in a row vertically, horizontally, or diagonally. Ss must start at the bottom of the grid and work their way up. In order to fill in a space, all of the spaces below MUST be filled. When an S wants to fill in a space, they must ask the question written in the space and their partner must answer. Four in a row = 1 point and S should continue playing till the gris is full/there are no more possible points. Special rules: If an S doesn’t use the grammar, gives a no-effort answer, or uses Japanese, their opponent gets another turn. This should makes Ss work harder and police each other. •THE STUDENTS MUST use the passive voice, transforming the sentence written on the game board into the passive voice form when it's their turn. *NET launches activity then goes to the corridor to test 4-5 Students whilst JTE supervises class* | If time, play the board game | S have further gained fluency speaking through playing a game | S play the board game. The sentences to transform are significantly more complex than the previous game, so they should play connect 4 first. Groups of 4 play this game, they should janken, winner goes first, use a dice to play the game, first to the center wins. | Time Zones 4, Unit 4 | https://docs.google.com/document/d/1K5WEdgW-32ku64cpu6n30MLSqRHWbGPJQdHGLQeUqxI/edit?usp=drivesdk | https://drive.google.com/file/d/1bH3Ps1BEXNXKjlg26ui36orgzpXmWjWi/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-09-19 | Did you go this year? | Brandon | Jason | JHS2 | Speaking | Past simple tense | Traveling around Tokyo | Cut up a list of places for students to draw from, 10 minutes | Teacher interviews students | Students can answer the question | * T elicits some places in Tokyo. * T asks Ss, Did you go to ____________ this year? using only one for the class. * Elicit Yes, I did./No, I didn't. * Model writing the answers for each person in the notebook. | Students interview each other | Students can ask the question and collect the answers | * Give each student a place in Tokyo (or something suitable for the students). * Have each student write the question, substituting their location in the blank. * Students then interview each other, writing down names and yes or no. | Speech | Students can share their results with the class | * Model and write the following speech: Hello. This year, I went/didn't go to _______. ____ people said they went there, too. Thank you for listening. * Ss memorize and present. | https://docs.google.com/document/d/1Ud1vL7ZK6NcpTwwzgjTlbJlgrjBodIQW1SEuxSu1tGs/edit?usp=drivesdk | https://drive.google.com/file/d/1EkfpqQ1zY_CaRu-s6SR34n0myUCsExdN/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-09-18 | JHS2 Lesson 14B - Present Perfect (Simple) 2 | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing | Present perfect simple tense | Print the Truth or Lie game | https://drive.google.com/open?id=1a9aXJCEdTQ7Gqso2cxQgnAFDipbZ28uv7wn8WK9eQ7Q | Warm up time. Hopefully the students still have the Present Perfect sheet from last week as we will warm up with some questions based on that. Eg - What strange food have you eaten? First student who answers can pick the next challenger. Do this for 5 minutes or so just to refresh their memory of the Present Perfect. | Students have warmed up. | JTE can give some information about the upcoming speech test if the information is available. | Students have been informed about the criteria of the speech test. Questions answered, notes made. | Turn to page 117 of New Treasure. Model the conversation with the JTE with closed textbooks. Have the students listen and repeat. They can practice the conversation with a partner for 2 minutes. Prepare the next stage of the lesson during this time. | Students have rehearsed the conversation with a partner and understand the vocabulary used. | Truth or Lie! game. Model the game with the JTE. You must make a couple of sentence using the Present Perfect. The JTE must decide if you are telling the truth or not. Inform the students what a lie is in Japanese if necessary. If the JTE is correct, they gain one point. Take turns until the students understand. | Game has been demoed. Students are ready to play. | The game has been designed to be played in teams 4 Vs 4. Depending on the size of the class, it can be played in larger groups or just in pairs. The students take turns to make a statement and the other team must decide if they are lying or not. One point given for each correct answer. If the guess is incorrect, the other team gains a point. Eg - "I have seen a flying space gerbil." "No, you haven't. You are a liar." "I have." Truth - one point to the first team. | Students play the Truth or Lie game. This should take roughly 15-20 minutes. | Students have finished the game. | Hints to help them contruct sentences are already on the game sheet. More can be added on the blackboard if you so desire. | New Treasure 117 | https://docs.google.com/document/d/1xhH-9d-Xb6obinFRnU7H4zG5qOuol-t6gwPMooIrHvs/edit?usp=drivesdk | https://drive.google.com/file/d/1SIU9xPb8pRo8t0uBt0lqo_NHYkl21wIE/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-09-18 | So that' clauses | Stuart Dalziel | JHS3 | Speaking, Grammar | Clauses of purpose (e.g. in order to, so that, so as to) | Minimal. Bring scrap paper in case Ss don't have notebooks | https://drive.google.com/open?id=1ikjFPSKCS12svF9Yd6RKPW0xvFl0TnscmNyebHEr0zo | Writing booklets given out and explained. Teacher goes through cover page (Ss fill out), contents page and ‘about this booklet’ page. Establish that this must be brought to every lesson. | Any queries dealt with, books distributed | Ss asked if a question has ‘why’ what does the answer usually begin with? Elicit ‘because’.‘Why are you running?’‘Because I am late for the train’Explain to Ss that there is a ‘special case’: if we have a verb such as ‘can’, ‘so that’ can be used. Why are you running?’‘So that I can catch the train’Note that because is reason focussed (before the action) and so that is intended result focused (after the action). | Comprehension checked | Following Qs boarded, Ss answer in their notebooks.Why do you take the ‘local’ Inokashira train?So that I can get to MitakadaiWhy should you eat vegetables?Why should you study English?Why should you sleep early?Why does the school have a ‘chime’?Ss then pair up and ask and answer the questions as a roleplay. | All questions asked and answered | Model answers elicited for each question. Optionally teacher can then invert them using ‘wont’ to show how negative formed: So that I won’t miss Mitakadai station. | As many numbers are written on the board as there are students in the class. Ss told that they are to imagine being marooned on a desert island and to list one item they would like to have in that situation next to their student number. No duplicate answers are allowed.After this is completed, each Ss get into teams of 4. Each team must select 4 items from the list that they wish to have, and write their team name / number next to these. No two teams choose the same item! Teams must then write a sentence using a ‘so that’ clause to explain why they selected each item: We will take a fishing rod so that we can catch fish. | Present answers if time | New Treasure 3, Unit 6 | https://docs.google.com/document/d/14RHkwxslTaOS0x70n-16LmaU-_rhQOgfgA7rO-4ZRvU/edit?usp=drivesdk | https://drive.google.com/file/d/1-8i6z_bQbXEvdTBehdNTuA2x75xux_Cl/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-09-17 | Map directions | Kitty West | SHS1 | Listening, Speaking | OTHER | Being able to tell their group how to get from A to B | giving directions to practice for the GTEC | I had to draw out a map, and print out some place cards | Warm up - Pets | In pairs, students ask their partner 4 questions about pets. When finished, they sit down. | Students open their books to pg 45 | Students listen to the conversation and answer the questions | Conversation practice | Listen to the ALT and repeat, practice in pairs. | After switching they can sit down | Students overlap twice to the CD (slow pace and fast pace) | Students Shadown twice to the CD (slow pace and fast pace) | ALT draws different direction pictures on the board (across from/go two blocks/turn left/take the second right etc) | Students in pairs talk about the pictures together and later give the ALT the answers | The ALT projects the map on the board | The ALT shows the students where they are, directs them to somewhere. They have to guess where I directed them. | In groups of 4/5 students are given a map and an envelope of places | One student has to take a card and direct the students from the last place they went to the place on their card. The group follows the instructions on the map and answers where they are. | Listening & Speaking Training Seminar 1 pg45-46 | https://docs.google.com/document/d/1-SJJDZhYUbtjpHhw80qMqtN4eP_fP_etrNjjwmwAwTg/edit?usp=drivesdk | https://drive.google.com/file/d/11LJoHsi_VpP5cveOu3HRmZ8K48HBeR4V/view?usp=drivesdk | |||||||||||||||||||||||
| 2019-09-13 | Commonalities | Stuart Dalziel | JHS3 | Speaking, Grammar | OTHER | Both, only, either, neither | Cards for game need printing and cutting up, takes a bit of time | https://drive.google.com/open?id=1_ah8F9hlDgC48iUsKxkX5NNI-HsWeT0U, https://drive.google.com/open?id=15w18c1PaydS0njeZEEW-2NE_rn8J-R6e | https://docs.google.com/document/d/1cubct2qAA_dptmnndus7ilw3wsGeQ6lNdFm6L1CWwDE/edit?usp=sharing | The two A3 pictures are boarded and labeled A and B. Ask if A is a man (yes) and put a tick mark under him, ditto for B. Ask if A has long hair, put a tick, ask if B has long hair, put a cross. Ask if A/B has a hat and put crosses. Beside each row of checks crosses put the corresponding sentence using Both, only and neither. | Comprehension checked | Ss complete worksheet using the target language. | A majority of students finished and answers checked | Ss pair up and are asked to find out something that is true for both of them, only one of them and neither of them, making 3 sentences in their notebook. Partners can be shuffled and the activity repeated 2 or 3 times. | 5 minutes should be alloted | Note: Discourage obvious answers like “we are both Japanese”. | Ss told that there is one more word, either, which is slightly different. Either can only be used when there are 2 possible options but we can choose only one.Possible examples to illustrate this could be an airline meal (you can either have beef or chicken - but not both) or a train journey in Tokyo (you can take either the Inokashira line or the Keio line from Meidaimae - but not both) | Comprehension checked | Note that the position of “either” and the verb can be swapped and that it is paired with “or”. | Ss put into teams of 4 or more.Choice cards placed face down in center of table. In addition, each student is given an A/B ‘token’One student takes a choice card and reads it. The other students then make their choice using their token, hiding their answer. On the count of 3 the answers are then revealed, with the student in the minority becoming the next to turn a card. Discussion in English about the reasoning behind their choices encouraged. | Majority of teams have finished all cards | Note If you have to play as a 5, the reader should also participate. | Difficult choices mingle | Ss come up with their own difficult choice in their notebook, based on the same structure used in the previous game. They then mingle with each other, surveying how many votes there are for each alternative. | New Treasure 3, Lesson 6 | https://docs.google.com/document/d/1wJ9i4RXnucwWPGc7YZxispXNdF9Mg3m_cK0TiqCL9b4/edit?usp=drivesdk | https://drive.google.com/file/d/1-xsZ23nS6-Qe5xNWE8HEuCV9zxpQ36OZ/view?usp=drivesdk | ||||||||||||||||||||||
| 2019-09-12 | JHS1 Lesson 7B - 1st Semester Recap | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Reading, Writing | Questions and short answers | Print the Introducing a Friend worksheet | https://drive.google.com/open?id=1G3zfS6YKkwufdBqQawY2SWILFHoXzlgiP9GN_IlX5_4 | Greet the class as usual. This will be the final lesson before the speech test practice so we must recap all of the previous lessons. Because the order of the lessons have been shuffled, lesson 8 has been staggered so this lesson will serve as preparation for the speech test practice. | Students have warmed up and answered some basic questions. Information about the speech test given if it is available in time. | Quickly recap the communication pages that will be on the speech test (likely to be lesson 5 - 7). Students listen and repeat. Check pronunciation. Answer any questions and allow them to practice in pairs. | Students have practiced the applicable communication pages. | Page 65 in New Treasure. Write the structure on the board. Have the students listen and repeat. Quickly ask a few questions to the students based on the textbook. What do you like? I like music. What does he like? He likes music. They can write a few examples in their notebooks. Go around the room and ask a few questions and make sure that they are adding an S when talking about another person. Also, introduce have and has. I have _________. He has _______. Move onto ES and IES also. Dave goes to ______. She studies _______. Etc. | Students have demonstrated understanding. | Model the introducing a friend worksheet with the JTE. Ask them some simple questions and fill out the profile on the blackboard. What is your name? What is your favourite movie? Etc. We have covered self introductions already but now we can introduce another person. When the profile is complete, read it out loud. Answer any questions. Hand out the profile paper to the students and get them to work in pairs. | Students understand how to introduce another person. | Presentation. Selected students will introduce their friend in front of the class. Do this for roughly 10-15 minutes. | Students have completed the presentations. Let them know that the next lesson will focus on speech test preparation and they will given the materials at that time. JTE can give some advice about the scoring system. | New Treasure pg 65 | https://docs.google.com/document/d/19QKRuPJGDPz6tmi90V0GxkrVw0qRilJ6zTBRU5wI-q4/edit?usp=drivesdk | https://drive.google.com/file/d/1c5I4CmCUP_GlSrxVg2K8yBQt5zDUb2sl/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-09-11 | Researching a topic | Linda Vu | SHS1 | Listening, Speaking, Reading, Writing, Grammar | OTHER | Nouns | Project research group work in English | Laptops per group so that students can do group work and research ideas and communicate in English. | https://drive.google.com/open?id=1DRtr0gY3QDpW8h9yfU7beb6NnSzFib81U9nNqYrp9Hs | Give example of a topic presentation | Breakdown the topic chosen | Put students into groups | Have students choose a general category from a bag | Students research and brainstorm the 3 topics from the chosen category | Topics are to be approved prior to voting | Students vote on the favorite topic | Students will use that topic for their research project where they will present as a group | https://docs.google.com/document/d/1tK8kTOxQTv779fp1WlYF5Sedi-e3OSzeFqp9IN_CiCM/edit?usp=drivesdk | https://drive.google.com/file/d/1JdPxRdh-YnkK9_KvH6Z5kFIDZpLD5rCX/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-09-11 | “ going to” bingo activity | Linda Vu | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Future tenses | Review future tenses and use will be and going to before starting the activity | https://drive.google.com/open?id=14usYhuUaRFOPtldA3A3JPAvXSd73C9z9k4VRxsN_HfA | Review future tenses | Have students review prior to doing the activity | After students are able to ask and answer correctly have students stand up and ask each other | Have the students complete the activity verbally prior to completing the written sentences | Once the student completes the whole sheet | Have the students review and answer in third person for each activity | https://docs.google.com/document/d/1KJc66oacc5hUJJx5GEcVPInP6q8zHsODMF5wC4zpINw/edit?usp=drivesdk | https://drive.google.com/file/d/1ke_MnetLzRhGYcCgWHfVjz7TSHvcEyZA/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-09-11 | Describe the room | Kitty West | SHS1 | Listening, Speaking | OTHER | Description practice | I printed off 5 different pictures of living rooms (line drawings) enough for 48 students. | https://www.123rf.com/photo_94519044_stock-vector-room-interior-sketch-retro-living-room-in-line-art-vector-linear-vintage-illustration-thin-line-home.html | Warm up - Hobbies | In pairs students have to ask each other 4 questions about hobbies. | Pg. 41 of the textbook | Students listen to the conversation and answer the questions. | Pg. 42 of the textbook | Students listen and repeat, practice in pairs, overlap with the CD, then shadow the CD. | On the board the ALT draws simple pictures of a ball in different positions (on the box/ next to the box/ behind the box etc.) | The students in pairs discus what each picture is. Go over the answers and write them on the board. | Give the students a piece of scrap paper and tell them to draw the picture the ALT explains. | After explaining the picture twice, the ALT shows the students the picture. | Get the students in pairs, facing their partner. | Give each student a different picture of a living room and get them to explain the picture to their partner | Draw some of the more difficult pictures on the board (vase/chest of draws/shelf etc.) for the students to check while explaining. | If you have time, you can do some English shiritori | Listening & Speaking Training Seminar pg 41-42 | https://docs.google.com/document/d/1-NmwBJmnZRLSAcTpH7511MHFtbddKNsOJjMGEzQ88QE/edit?usp=drivesdk | https://drive.google.com/file/d/1Je6c-wgC0IBqSjYnjvFp_Jw-ezT_4l3y/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-09-11 | JHS2 Lesson 13B - Present Perfect (Simple) 1 | Andy Hughes | JHS2 | Speaking, Pronunciation, Reading, Writing | Present perfect simple tense | Print quiz and winners certificate | https://drive.google.com/open?id=1eJERIGdK-vCMa0NbiZ9ZdjJ8a4FqWiT8t0tKs0FC_mg | Greet the class and warm up as usual. Check that the students have retained their Sightseeing Tour activity paper from the previous lesson. Give them some time to finish if needs be. Correct any mistakes and give them a chance to read out what they have written in their teams. Each team member should have a chance to read a sentence. Depending on the size of the class, I had teams made up of 2-4 students. | Students have finished the activity and have had a chance to rehearse what they have written in preparation for the competition. | Each team presents their sightseeing tour. Who wants to go on this tour? Students put their hands up. Tally the votes on the board. Check for their team name beforehand. Once finished, count the votes and begin the awards ceremony. Students can sing a victory song if they feel so inclined. Bow to the winning team leader, hand over the certificate and give them a round of applause. | Winning team has been decided. | Recap page 99 of New Treasure. Make sure that they are completely sure of the structure as it may appear on the upcoming speaking test. Students can practice in pairs for around 2-3 minutes. | Students have completed the conversation and understand the structure. | Write up a few questions on the board which must be answered using the present perfect tense. Challenge the JTE to answer some of these questions. Eg - What strange food have you eaten? I have eaten a triple horse meat sandwich with Hollandaise sauce. | The upcoming structure is introduced. The JTE has answered around 2-3 questions. | Ask some of the students the same questions that you presented to the JTE. | Students have answered some simple questions. If there is enough time, you can allow the students to ask a few questions to each other before presenting the quiz. | Hand out the Present Perfect quiz. Students must answer 8 questions. Walk around the room and make sure that they are answering in full sentences. | Students have finished the quiz. It should take between 10-15 minutes. | New Treasure 99 | https://docs.google.com/document/d/1cUVqhnAg7ETNWzv_XEo73p0joFsjfy0Z8UvMTFAuAmM/edit?usp=drivesdk | https://drive.google.com/file/d/1xHIt29fNn7Llm6hkO7l2jNoq2t3roZ_Z/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-09-11 | Narrative writing | Kitty West | Matsuzaki sensei | SHS1 | Listening, Speaking, Writing | OTHER | To give students practice on how to write a short story | Matsuzaki sensei had the materials prepared | Warm up - Summer Vacation | Students had to ask three people three questions about their summer vacation. | Write two topics on the board and get them to choose the one they like. | The scariest day of your life. or The happiest day of your life | Students used the hand out to brainstorm their ideas | Using their information they have to tell their partner their story. Their partner asks them questions about it. | The story will be set as homework for next week. | https://docs.google.com/document/d/1IDsI3oxF_ZiTje4Vk085uwanvIWWcI5_YevpFv3vGTw/edit?usp=drivesdk | https://drive.google.com/file/d/1boqDTzzj1K5YE_JEivzjxSSfK-XLbLPb/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-09-11 | English Camp Prep 1 | Brandon | JHS2 | Pronunciation, Writing | Present simple tense | Japanese culture | Correct essays, 30 minutes per class | Pair work | Ss can make themselves clear to other Ss | * Return corrected essays back to the Ss. * Ss make pairs. Then they practice reading their essays to their partners. If partners don't understand, they mention it. If speaker's problem persists, they ask a teacher for pronunciation help, or possibly rewriting help. * Partners switch roles. | Presentation practice | Ss can properly pronounce every word during presentation practice | * One by one in descending class order, Ss present in front of the class. They can read directly from the paper as memorization is not the goal for this lesson. Ts correct pronunciation during presentations. | Rewrite/memorization | Ss begin memorizating presentations | * Based on presentation performance, Ss can begin memorizing. If it seems a speech is too difficult, Ts can give rewrite advice. | https://docs.google.com/document/d/1jvTNgs3KNi7hLEHVJcGASrKsc-KkWYaXt1hsHat8tSM/edit?usp=drivesdk | https://drive.google.com/file/d/1DTBhglHspxhZ1S9CLaKGtruh9gjXD6EJ/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-09-11 | Vision Quest L6 | Kitty West | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Focusing on how to read and write numbers (time/years/prices) | I made and printed out a handout on time, years, and prices. | https://drive.google.com/open?id=1RM3YX8v7g3pu9PXUr1QkomxXeg54S1i-, https://drive.google.com/open?id=1xFdbYpjSSkbr0H3uH892v8ab3zgUUYns, https://drive.google.com/open?id=1DwmdsKMjQ_uj-Xeu70Zq-tj_VD2fv-_b | Warm up - Summer Vacation | Students had to ask three people three questions about their summer vacation. When they finished, they sat down. | Students are starting to prepare for GTEC so they need conversation practice from now on as a warm up | Practice the conversation in VQ | Listen, repeat, pair work practice, once more with a reading game. | Get students into groups of 4/5 and give them the handout. | Go over the time section to make sure they understand what they have to do. Go around the class and help where needed. After some time go over the answers on the board. | Go over the years. Write the year from the conversation and ask them how to read it. ALT writes the year on the board in English as an example of what I want them to do. | Go around the class and check up on them. After some time go over the answers on the board. | Go over the prices. Write 'million' on the board and ask them how many zeros. With the lower level classes write a key for what each number equals (10 - ten, 100 - hundred, 1000 - thousand, 10,000 - ten thousand, 100,000 - hundred thousand) | Go around the class and check up on them. After some time go over the answers on the board. | Vision Quest page 43 | https://docs.google.com/document/d/1T0ZLHBDRVBrPMxcVGtZsv2r6j0wYWCvl0ovsN8xOHs8/edit?usp=drivesdk | https://drive.google.com/file/d/1nMDpQorVKeNN-IonSLQkPsoutAFpzCVk/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-09-05 | I'm My own Grandpa | Jason Packman | Brandon Lindsay | JHS1 | Listening | Nouns | Family | Print out song worksheet and word search, prepare ways to play music and watch video | https://drive.google.com/drive/folders/0B44XrYkIQnvDMEo0RzB0SXk1OEE?usp=sharing | Review Family Vocab | Students can understand and use family vocabulary to describe families | Paying special attention to inlaws and widow, T reviews/teaches family vocab that is in the song and others that are relevant. T can draw their own family or make one up | Play Song and Video | Students can comprehend the song and write down key vocab they hear | Play the song im my own grandpa many times, students use worksheet. to fill in the blanks. S can use the list of words to keep track of what words are in the song and what they still need to fill out. When completed, play a video that is interestintg view of the song. | Word Searc | Studetns can find words they just listened to in the word search | Pass out word search for students to do. | https://docs.google.com/document/d/1n3RWKxbcta7udOcCrSsBEvg7zKx7s4zx5iD-LxS8Yug/edit?usp=drivesdk | https://drive.google.com/file/d/1jUo8W58Fd30wdlts8AsCQG8yJNGZ1z2J/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-09-04 | Lying about summer | Brandon | JHS2, JHS3 | Speaking | Past simple tense | Past continuous (progressive) tense | Summer vacation | Write a 5-sentence example, see below, 5 minutes | Demonstration | Students can perform the following activity | * Tell the students they will write 5 sentences about their summer vacation, but one sentence will be a lie. * T presents example speech numbering each sentence, then asks the students which question was the lie. | Writing | Students have written 4 true sentences and 1 lie | * Students write their own five sentences. T can check for grammar and make sure they wrote 1 lie. * Ss practice and memorize their speech. | Presentations | Students understand their classmates English | * Each student presents, making sure each sentence is clearly numbered. Other students write down their answers. After all students have presented, have each one tell which number was the lie. | https://docs.google.com/document/d/1mad5rRXsb2JJRyhqU72DBP92aLnKdinHKSsGiBGbMoQ/edit?usp=drivesdk | https://drive.google.com/file/d/1Kh4kcxTSbP1J9VFcKgy410dxlSna-rpc/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-09-03 | Summer Vacation | Linda Vu | SHS1 | Listening, Speaking, Pronunciation, Reading, Writing | Participles: Past participle (e.g. HAVING DONE) | Reported Speech (Indirect speech) | Have the students warm up for their first class after summer vacation. They write and answer what they did during summer vacation. | What did you do for summer vacation? | 1 hour for class duration, will go around class and check grammar prior to speaking. | https://drive.google.com/open?id=1zp2gQeQkZP_JRv7Dbq4nDDQPn0Z6w9FZ | Tell the students about what you did during summer vacation | Show an example of what you want the students to do by answering the questions. | Tell the students that they need to write a minimum of 8 sentences overall | Students write down what they did for summer vacation and how was it? Then students answer what they want to do for their next summer vacation and why. | Go around the room and make sure that the students are completing the sheet and fix any grammatical errors. | Let the students complete the worksheet. | The students will stand up and try to tell everyone what they did during summer vacation. | This is the first class and is a warm-up. | https://docs.google.com/document/d/1w6nqvKhTgseayQlWXSQDeY1YGBMHgRKj0lnf0fsyDII/edit?usp=drivesdk | https://drive.google.com/file/d/1J5lE_HmPYi3AKEksAXJRugcVmGspOkrz/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-09-03 | Lesson 1 - Future Tense | Linda Vu | JHS2 | Listening, Speaking, Pronunciation, Reading, Grammar | Future tenses | Future Tense Fortune Telling Activity | 2-5 hours for the materials. Each group gets an envelope with cards per category of countries, adjectives, jobs, things to have and positions. Also give a handout. Directions are included in the materials upload. | https://drive.google.com/open?id=19GrBH8A5KnxFVVkO89u9cxgC1HbAxID8, https://drive.google.com/open?id=1CnfwaCD1eh8Jbb-HDxg2wSiAJaMyny4g, https://drive.google.com/open?id=1DWBx0ytCQDP45vLz4CF41n5hpVikmIvN, https://drive.google.com/open?id=1KYoBITdnvHsn60L5UnhO1_FyPJ1GG0zj, https://drive.google.com/open?id=1PYrKZX7gXKNodHZrbtfXdhYAIaA0JNkn, https://drive.google.com/open?id=1hIlv0sf7TpDm-3Ip5odL-OfZRra8o0GR, https://drive.google.com/open?id=1kKZph9Fo3LFromU1XuFoEt-vTmgGxEX1 | Make sure the students have a firm grasp of future tense. Show the students how to do the activity as an example. | Review or introduce future tense with the students. Show activity as a model. | Pass out worksheet and read the first question. | Demonstrate how to fill it out. Draw a card from the positions envelope and circle the corresponding option on the worksheet. | I will be a president. I will be a CEO, etc. | Flip a coin for #2 and write down the number | I will be married ____ times. | Draw a card for the corresponding envelopes for #3, #4 and #5 | #3 I will be (happy), #4 I will be a lawyer, #5 I will live in the UK, #6 I will have a cat and an island. ETC. | Ask for volunteers to read their "fortune" | After completing the worksheet, have the students change it from "will" to "going to". | Have the students talk about their classmates, instead of "I", they can say he, or she, or we. | https://docs.google.com/document/d/1au7mTkjc3RNrPpFuTWBamP04CYA9gQARgsgD1h1bh_4/edit?usp=drivesdk | https://drive.google.com/file/d/11kAxPRYJKiTPlUApPNPTsqIgFJpGocth/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-09-03 | Create a School | Jason Packman | Brandon Lindsay | JHS1 | Listening, Speaking, Grammar | Prepositions of place | Nouns | School | Print out papers | https://drive.google.com/file/d/1uLdLaWfWSMoaw_sKH9iTRdC_e3vCstjJ/view | Review Prepositions of Place | Students can say where an object is in relation to another object | Pass out worksheet (print out only the first page) and teach the prepositions of place on it. Ask the class the questions on the worksheet in part 1. Then use an actual object and ask students to say where it is | Review names of places around the school | Students can say the room and place names of places around the school | Ask students to say the names of rooms, etc., around the school. Write them on the board. Have students write them in their notebooks. Repeat/shadow pronunciation when completed. | Draw a school | Students can hear a sentence and draw a picture of what they heard. | Ask students to draw a box on a piece of paper. Give the school a name (make sure the name is not offensive or use a student's name). Tell the student they are building a school. Choose students one by one to say a sentence. Examples would be : There is a classroom next to the principal's office. There is a pool on the roof. There is a tennis court under the dojo. Things like that. As long as the sentence is grammatically correct it doesn't matter if it doesn't make any logical sense, just have the students draw the picture. T also draws on the board after giving students the chance to do it on their own. Keep going until everyone has said one place at the new school. | https://docs.google.com/document/d/1jEncvnDV4L2RDth8gGw3tSk-iI6T7xLtv6_k56OWj-Q/edit?usp=drivesdk | https://drive.google.com/file/d/1wZx68V8Iy0BfWfJvWzDSjpkSCZq5xMPY/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-08-27 | Summer vacation questions | Brandon Lindsay | Jason Packman | JHS2 | Speaking | Past simple tense | Summer vacation | Bring dice, game pieces for each student, small magnets, and make copies of a board game worksheet (see description below), 20 minutes | Question brainstorm | Students can come up with past tense questions | * Write numbers on the board, one for each student, each with an incomplete question about summer vacation. E.g., Did you _________ this summer vacation? or, What _______ did you _______ this summer vacation? * Have each student choose one of the questions and complete it correctly. * When all questions are complete, drill the sentences. * Model/elicit how to answer each kind of question. | Board game - T vs. Ss | Students understand how to do the activity | * Show the students the game board and give a brief description of how to play. Show them that they roll the dice to move a game piece to a number, which corresponds to a question. They then ask (or alternatively, answer) that question. Also, demonstrate other game spaces (go back to start, etc.) * Play a few rounds with the class on the board using magnets as game pieces until they understand the rules. | Board game Ss vs. Ss | Students can ask and answer questions about summer vacation | * Break the class into pairs or small groups and hand out the game materials. * Ss play the game until the end of class. | https://docs.google.com/document/d/1LUD7g_U_E670hUE_pL6pkUqk52QnntHGuZpAUpOlk4A/edit?usp=drivesdk | https://drive.google.com/file/d/1jNWknoDkKZ0snUDCF3I8zvdhP-rjIfdX/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-07-12 | Game- Scattergories | Kim Stahl | Claire Yates | SHS3 | Listening, Speaking, Reading, Writing | Questions and short answers | Teacher explains rules of the game. | The students are given a series of phrases | Students understand what is expected | Students must answer all questions starting with the letter C | Students understand the games rules. | Stdents answer 6 questions | Stuents give answers to the questions. | https://docs.google.com/document/d/1qJX1P6Vnvc8dszXPXHt3NYmVNumBel76Ua_zE1UIQc8/edit?usp=drivesdk | https://drive.google.com/file/d/1UFNI8ljjbbOuAhe27ipwbh2GOvPB69ta/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-07-12 | First Term Test Lesson8 | Kim Stahl | Claire Yates | SHS3 | Reading, Writing, Grammar | Comparison (comparative and superlative) | This class is a test. | Hand out tests to students | Students recieve tests | Students write test | Students complete the tests | Students return tests | Teacher collects all tests | https://docs.google.com/document/d/1jITJ3acFviNFCiv64xlBfNmjbauB5xkjatCHSbbf5e0/edit?usp=drivesdk | https://drive.google.com/file/d/1RqQB72gzzpTHmf-vJrQ9CdP8zhH1B-W_/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-07-05 | JHS2 Lesson 12 - Welcome back! (Sightseeing Tour) | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing | Questions and short answers | Past simple tense | Print Sightseeing Tour Plan | https://drive.google.com/open?id=1Y-f0D4cezA4rw2Yn30T5d1hb7aqJTadJgQzc37nWxaU | Greet the class and warm up. Ask the students to take out their notebooks and prepare to answer the question "What did you do during your summer vacation?" Students should be encouraged to write a detailed answer rather than just one sentence. Give them roughly 5 - 10 minutes to prepare their answer. Pick a random student and ask them the question and then allow them to pick another student and ask the same question. Continue this until all of the students have had a chance to speak. To set this activity off, you can ask the JTE the same question and write the sentence structure on the blackboard. | Students have had a chance to share their answers. | "I went to _________________. I played / ate / etc ____________. It was _______." | Conversation practice. Turn to page 99 in New Treasure. Demo the conversation with the JTE. Students listen and repeat. | Students understand the conversation and have had any questions answered. | Conversation practice 2. Students will read the conversation with a partner for a few minutes. Volunteers can read their conversation if time permits. Common pronunciation errors highlighted and drilled. | Conversation practice finished. | Activity 1. "What's wrong with you?" "I have a ________." Make sure that the students understand the different types of sickness eg - a fever, headache, stomachache, toothache...teach a few more if needed but these four are fine for now. Ask a few students the question quickly and elicit some answers before moving on. | Sightseeing Tour on page 92. What is a sightseeing tour? Make sure that the students understand the meaning. Show them the example in the textbook. They will make their own Tour Plan next. | Students have read page 92 and understand the meaning of a sightseeing tour. | Demo the worksheet with the JTE. Print up two big size copies of the sightseeing tour and give one to the JTE. Stick them on the board and fill out the blanks (you and the JTE should have completely different answers). The students must vote on the best tour plan by raising their hands afterwards. "Which one do you like?" | Students understand how to write a simple description of a Sightseeing Tour. | Students complete the sightseeing tour worksheet and will compete with another student to see who has made the most exciting tour. Volunteers can challenge another student. Random students can also be selected from the register. The tour does not have to be realistic and should be as silly as possible. Make sure that they are aware of the price at the bottom of the page...a ridiculous price is also fine and should be encouraged so they can practice saying bigger numbers in English. | Students have finished the game. | New Treasure Page 92 and 99 | https://docs.google.com/document/d/1txZCqK38Ytu0uhPPmzK16qtLRAjffqm-hELA7iOKV1g/edit?usp=drivesdk | https://drive.google.com/file/d/15fNhm9pIHKM-BF5o6RLNqev0Hm-9QzR5/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-07-04 | SHS3 Composition: Dialogues | Stuart Dalziel | Jenny Willett, Andy Hughes | SHS3 | Writing | NONE | Lesson not really applicable outside our centre | https://docs.google.com/document/d/1SHnyyyddh7I5Tb-0gKi8mQ7AOaCISqslbFV2iHqTUIo/edit?usp=sharing https://docs.google.com/document/d/1Hn1pXjCKcBs10Zur5oE3TbGstmnMqdT2qOzXUhIEpaE/edit?usp=sharing | Welcome class back. Distribute marked homework “H”. Give students ample time to properly look over their blue cards and take stock of their progress (or lack thereof) during semester one - these cards are usually completed in such a rush I think they don’t really get time to absorb our feedback.Tell students that in this Semester we are moving towards greater autonomy and individual university focus. To that end, groups have been changed to reflect university choice and homework will no longer be standardised assignments. Instead, students will choose a suitable problem from the study pack each week to complete. | Jen or Stuart goes through the new style homework sheets and how to complete them. Jen points out that for gaidai students the system will be a little different, but the detailed explanation can be left for after the class splits up into groups. | This week’s theme of Dialogue prompts introduced (we touched on it last semester but today is in detail). Short form response activities distributed, completed in 5 minutes and kept to return to later. | Timer is up | Tips sheets distributed and key points discussed in brief. Point out that although one word responses are admissible, they are not likely to carry high marks and should be avoided where possible (or appended to an additional sentence by the same speaker on the same line). | Comprehension checked and queries clarified | Split into groups. Paper turned over to the main lesson activity. Students encouraged to come up with a variety of possible dialogue topics for the given prompts, reflecting a variety of tones. Students then select one of these ideas to develop into a full dialogue. Peer review afterwards if you have time. Alternatively, today’s warmer can also be revisited. Jenny can also explain about Gaidai homework during this time. | Ten minutes remain in the lesson | Students get out their study packs (or borrow one from Ms Shiga). The new style homework sheets are distributed and students are guided through filling them out. AOB attended to (including the long gap before the next lesson). Class dismissed. | Homework has been set up. | https://docs.google.com/document/d/1EyZRuH32f9VDrObNoPW30EkArISN8vmiPgKhcKQtHiM/edit?usp=drivesdk | https://drive.google.com/file/d/1x5d0auJIHJzFyJDdjwqCOuSsoRYNRg7Y/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-07-02 | Seasons and Birthdays | Jason Packman | Brandon Lindsay | JHS1 | Listening, Speaking, Pronunciation | Numbers: Ordinal numbers | have list of birthdays | https://docs.google.com/document/d/1kKc3MQ7tufZ-JZiqFEhMINuvFWlVAtdYMRcwVlDF204/edit?usp=sharing | Review Months | Students can give the months for each season | T reviews months. Then teacher teaches seasons. Teacher then asks students to give the months associated with each season | Teach Ordinal Numbers | Studnets can say the ordinal numbers | T reviews the numbers from 1 to 31 by writing them on the board. Then the T shows a calendar, and asks what is this day. it is the first. Teacher writes 1 with an st next to it in a different color. T then goes through this from 1 to 31. Teacher goes up and down the rows asking students to say ordinal numbers in from first to however many students there are in the room. if student makes a mistake, start from the beginning | Famous Person Birthday Quiz | Students can say birthdays | Break up students into teams. First teacher asks when their own birthday is? students guess both the month and the date. Ss keep guessing until they get it right. THen students are given famous people from japan and abroad. theyhave to guess the answer | https://docs.google.com/document/d/1QPVQAPy0MZJi31TktRWdqM2gd0YGrQGZ4Bhmjdb8wnM/edit?usp=drivesdk | https://drive.google.com/file/d/1YYy9hsI8oDQm3V6xtJf3hbsM0aAKN5TF/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-06-28 | Welcome back / Review | Stuart Dalziel | Jenny Willett | JHS3 | Listening, Speaking, Writing | OTHER | All grammar points studied in last semester | FOR THE MONEY GAME, YOU WILL NEED 5 A4 CARDS MARKED A-E, 5 MARKED 1-5 AND 25 WHICH ARE BLANK BUT HAVE A MONETARY VALUE WRITTEN ON THE BACK. THESE NEED TO BE ABLE TO STICK TO THE BLACKBOARD, EITHER WITH MAGNETS OR BLU TAC. ALL ABOUT ME WORKSHEETS WILL ALSO NEED PRINTING. | https://drive.google.com/open?id=1P29gHSMATEAxd158zE-D5p_aHJ12qjNL | Students are welcomed back and asked how their vacation was.Modals of probability reviewed. Ss then invited to guess how the teacher spent his or her vacation using the modals plus have (a new hint can be given after each guess to get them closer to the answer):A: What did I do during summer vacation?B: You (modal verb) have V3 objectSs then use the dialogue model to do the same in pairs. | Pair discussions have run their course | The money game (essentially Jeopardy - with a grid of magnetic cards boarded which have a monetary value concealed on the back side. The team which answers a given question correctly first gets to turn one card and add that monetary value to their total) is played as a review of last semester’s content. | all money prompts have been turned over | If more time remains, Ss move on to the all about me sheets. Despite the title of this worksheet, this should be conducted as pair interviews, where the student converts each prompt into a question and writes down their partner’s response. | All prompts finished or bell chimes | https://docs.google.com/document/d/15sQqG4OADlSvp9FWTemYGbl3RgJSbcVF3lXao4c8yZg/edit?usp=drivesdk | https://drive.google.com/file/d/1V3h2PRtSQyREdUl3X0efxYrafhnZC4Cx/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-06-27 | Superlative Ultimate Tic Tac Toe | Brandon Lindsay | JHS3, SHS1 | Speaking | Comparison: Superlative adjectives and structures | Understand how to play Ultimate Tic Tac Toe | https://en.wikipedia.org/wiki/Ultimate_tic-tac-toe | Introduce/review superlative questions | Students understand how to ask superlative questions | * Ask a question like: What is the most interesting city in Japan? * Give the following answer structure: Kyoto is. * Ask a few students their opinions on this. * Come up with other sentences, using Who as well. For example, Who is the best actor in the world? * Brainstorm additional topics. | Introduce Ultimate Tic Tac Toe | Students have a grasp on the game | * Read this article: https://en.wikipedia.org/wiki/Ultimate_tic-tac-toe * Draw the game board on the white board. Demonstrate a quick game, outlining the steps clearly. | Play the game | Students are confident in asking superlative questions | * Make two teams. One person from one team thinks of a question. One person from the other team answers. The questioner marks a place on the tic tac toe board according to the rules. They sit down, and the previous answerer becomes the questioner. Repeat until you have a winner. | https://docs.google.com/document/d/1fuKjDjDfFwRqrKmbnlx1LMFwT1HNCgO0wK1ZwzrrLko/edit?usp=drivesdk | https://drive.google.com/file/d/1q17w6ae8asEV14UHyN2g0_pwSLnpeneg/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-06-26 | Countries Brainstorming | Jeff Gold | SHS1 | Listening, Speaking, Writing | OTHER | Countries | Print out materials. Rent laptops or tablets if school offers them for research. | https://drive.google.com/open?id=1pMk-k8VNuxw9xDZnHfHArzMqomDKB4zO, https://drive.google.com/open?id=16K3cyVr-rFo-esw2Ea8lRrqQmEjufRmr, https://drive.google.com/open?id=1dOLVDSRSerozAX9VaZcGaRO4UECIYAvL | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1IimQpzaO5p5g-0Z8GW_WFw6KLYLQvt6FGUz0gsuNo28/edit?usp=drivesdk | https://drive.google.com/file/d/1oLZgQb7EGUws6AZAtHH0nqdO_qlmZrTn/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-26 | Interview Script Writing | Jeff Gold | SHS1 | Listening, Speaking, Writing | Questions: WH questions | Conducting an Interview | Print out necessary documents. | https://drive.google.com/open?id=1EngHPN2mm9DFmbFkspQyOqH9qB8p58z1, https://drive.google.com/open?id=1CUIffaxfylbahxi_JU1Sfjm-LNz-1Yzy | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1GYAaJtqDYHpVb-RNmvdi51BQLR0yf93ya2ffLbgm99Y/edit?usp=drivesdk | https://drive.google.com/file/d/1AmU12deC98Zjjg-1KEjzPM6UZ1NXeo6M/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-26 | 5Ws of English / Interview Questions | Jeff Gold | SHS1 | Listening, Speaking, Writing | Questions: WH questions | Interview Questions | Print out necessary materials. | https://drive.google.com/open?id=1BKy-8iZhJOnDRE-iS5g30-F6KtpFZv-C, https://drive.google.com/open?id=18qWSEZBLLi7rxKK4Bor5u-rUZUsiI6i1 | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1FQ0xGTh5ZYS9D3nDrGbB6ZDYupveOsbKn7-bAszji9c/edit?usp=drivesdk | https://drive.google.com/file/d/1RkG7nSvpvDlc3So5qxBOHdkl_PBV6Vue/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-26 | Eiken Pre 2 Prep (Part 2) & 5Ws of English | Jeff Gold | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Print the necessary documents. | https://drive.google.com/open?id=1iHnebJGnOkn7vZl2BLOH35Bn90T1XYIi, https://drive.google.com/open?id=1stieEVPdA8ug4KV0U958HilvWYBRarR9, https://drive.google.com/open?id=1WQUXqY32L_CiRZPVNQ-QBf_dZAuWWUKe, https://drive.google.com/open?id=13TETS-_LPqyF5N82VZEl-Yijbyix07iP, https://drive.google.com/open?id=1hJ1tK3V0N-BCmTtc3j9raCd0B5DDzzdF, https://drive.google.com/open?id=1l0jY4gUgJFONq975NCwDZEGEk8U6vsdS, https://drive.google.com/open?id=1KhJprSF4h0jEIQVlU0ufrAO1rZ6-Z6te | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1ncD7hSv-BrGM4mhZwCDowbjQtZvoGWEPyrdKjLK1wjQ/edit?usp=drivesdk | https://drive.google.com/file/d/1kYgOINc5ufPTEb7fjWVRACJlhJHc2woo/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-06-26 | Eiken Pre 2 Prep | Jeff Gold | SHS1 | Listening, Speaking, Writing | OTHER | Eiken Pre 2 Prep | Just print out the required documents. | https://drive.google.com/open?id=12XVIR1gSfN74SATIt2A-5R6oVIQuxGCy, https://drive.google.com/open?id=1KUp3-Um-OjpQHqxbUPUfpIPYo7UMAq3q, https://drive.google.com/open?id=1bPBZi0d9-NK8QDq1NC7a8v7liAy0HJDE, https://drive.google.com/open?id=1e9NGeMwd1U_0PCK6GNfpKMhCNDqYdSO7 | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1Bg2s9rk7hLZLcbpuh5WgDOwbu83juq459fIllUYkRtw/edit?usp=drivesdk | https://drive.google.com/file/d/1A4gEF5tfJkr5ERt2PTcC9BSQFJ8QUsLr/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-26 | Body Parts / Adjectives | Jeff Gold | SHS1 | Listening, Speaking, Writing | Adjectives | Body Parts | Not a lot, print the materials needed. Create PPT is necessary. | https://drive.google.com/open?id=1277APpfTfDSA7-SE60Xl2uIcrxM7RiPd, https://drive.google.com/open?id=1LiBNy8YC3F98ehvJL1K_yKjzV1m8kH0S, https://drive.google.com/open?id=1WcLBg4IlnJfWDGwERbqCzVCRpfFiDAWD | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1NAxyf0BB8_pq6JXTwjsuji_3YCNdXvdn51zjLMHArWw/edit?usp=drivesdk | https://drive.google.com/file/d/1hC9T0_eZgLcZZgsdOlemSe594ZNMcqDS/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-26 | Classmate Interview (Writing) | Jeff Gold | JHS3 | Listening, Speaking, Writing | Questions: WH questions | Not much, print out necessary documents. | https://drive.google.com/open?id=1Knyi92VXSpJ8qkaxLh3ILivXChU6pZXz, https://drive.google.com/open?id=1Lm2nyaSyHRcAGDn3d5Gk6ZfXjXUHkmvo | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1WQs6tdxF4H69yaYtTvEnVf5aMO5FIZC4h4SRBGGwR8g/edit?usp=drivesdk | https://drive.google.com/file/d/1Gts03AzDJkTArn5Lo5EotzRuC-n5LQyc/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-06-26 | Classmate Interview | Jeff Gold | JHS3 | Listening, Speaking, Writing | Questions: WH questions | Not much, print out the worksheets | https://drive.google.com/open?id=1hiPSkbDBh1pcAR35hYUdbkikQyjXp_1Q, https://drive.google.com/open?id=1Cw625QwytCvF9I4p6Ao9XnxpaTizxRY0 | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1o4ZZpE4F93n5h_4zBQMJ3Ux4UP1Wwg6C1FtmJGn_4Ow/edit?usp=drivesdk | https://drive.google.com/file/d/1FUFyrhEXOSxCz7slEZ6CBnSsBUCDj2mc/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-06-26 | Shopping | Jeff Gold | JHS3 | Listening, Speaking, Writing | OTHER | Create PPT if necessary, otherwise print out the documents and make copies. | https://drive.google.com/open?id=1z7VShNBqgaU98Nv6DKJzayy90eGAzj__, https://drive.google.com/open?id=1yp5p0rsoWEQkCfqvWycy2PqQ6EjCbxg5, https://drive.google.com/open?id=1YViehxdKmIdEkSbeUspoq_WJ1366Rqna | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1i2nWZ6992M3yfoNa5AEcUzJYdA1uXHzkfJXoL1zXT9o/edit?usp=drivesdk | https://drive.google.com/file/d/1tey9QMP6VD7FsUVJwJZWdGV57x4eZYTt/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-06-26 | Eiken Grade 3 Prep | Jeff Gold | JHS3 | Listening, Reading, Writing | OTHER | Eiken Prep | Just print out the materials. | https://drive.google.com/open?id=1zW5u8XdHMGpU40FIuyxvYlrk9OLIHaUF, https://drive.google.com/open?id=1Jbxr4Rre1L0FOUZb1eG_z_8eoP5EhkaO, https://drive.google.com/open?id=10eI4c3ZHq6Z_Hn0LbrBzIF9aVkeyKrHR, https://drive.google.com/open?id=1VhXDRnUqrVrzj_IoUCcF8YQbzl2PnLkK | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1zfKhyBOwtOrb8hZdSIw1qOmbigeaSRS1g--q_fcoaVk/edit?usp=drivesdk | https://drive.google.com/file/d/1R4yxgJv5gzuUKj269yEze_31dlpRK7q0/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-26 | New Zealand School Trip Prep | Jeff Gold | JHS3 | Listening, Speaking, Writing | OTHER | New Zealand School Trip | Depends if you want to create a presentation about New Zealand. Otherwise very minimal, just need to print documents. | https://drive.google.com/open?id=1Q3XB245Xc7LLeLaPsaIRkxURhlSf-xGI, https://drive.google.com/open?id=167JHtIviep8h9CxbDJhTBthGV2FAObYO, https://drive.google.com/open?id=1cCfh1TuTuiUYwdj8rm7kcV-9tzU2xH9a | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1RfNUXJrF33VYQyTHHb1EzbFEYS0mhwRaF-9bBYpOn2w/edit?usp=drivesdk | https://drive.google.com/file/d/1JV9_bPHoycdWxU_Xb_wXIhNDRbG1Q4ad/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-26 | Is he/she good at... ? | Jeff Gold | JHS1 | Listening, Speaking, Writing | Questions and short answers | Not much needed besides printing the materials. | https://drive.google.com/open?id=11Z7aQU-ojZMXrvF6rtHULR9ShtUbL1H4, https://drive.google.com/open?id=1-2JkLaZACLd3FxkQI9zI8bDXfUbLKEuH, https://drive.google.com/open?id=1UVAdHQ5EhVhQ15ykzpLOifoGC9wP0FCJ | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | Loosely based around New Crown 1 | https://docs.google.com/document/d/1GyyieF0eJTOGf7TGhMUh7P7muXqEP9jX0DEAWGUf0Bc/edit?usp=drivesdk | https://drive.google.com/file/d/1CMRkacQQT2n0NCiF9E2zUCvgyWV3brC_/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-26 | When is... | Jeff Gold | JHS1 | Listening, Speaking, Writing | Questions and short answers | Subjects / Days of the week | Not much other than printing materials | https://drive.google.com/open?id=11pFBY-0695Xz029ENxBxhe_ImFwvnd90, https://drive.google.com/open?id=1oSyqxj-R-wt9F3pCGVKeCg9zdu7qviMi | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | Loosely based around New Crown 1 | https://docs.google.com/document/d/1BOxyBHS0ITDFmimuUkCsOFiVQ_my3r-FF8m7Lxaik2U/edit?usp=drivesdk | https://drive.google.com/file/d/1IJnBdR2I3xfNSulvqFP7PM4YTO8VCXgp/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-06-26 | How many... | Jeff Gold | JHS1 | Listening, Speaking, Writing | OTHER | How many... | A lot of things to print out but not much prep needed otherwise. | https://drive.google.com/open?id=1uKPxW53w7W7FTkOnMHQ2h2iGV4skbaqv, https://drive.google.com/open?id=1wZzfu5f5iXs78TUBlagQHfmlOLas_poc, https://drive.google.com/open?id=15jZ4aBuFLv6FrT-7eB_NLf6yveHDZyqU, https://drive.google.com/open?id=1CtjFo_kiCcFut22NqKCTR1a75vZJYost, https://drive.google.com/open?id=1yqP23m3DYriBDUftSwLDnXU8qyGV5F_e | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | Loosely based around New Crown 1 | https://docs.google.com/document/d/1MxSnrI2J88cTZIBC8Cvrvq9xe8PVhDS_J1nzHdtmY8w/edit?usp=drivesdk | https://drive.google.com/file/d/1Wp_emJhbM1SgujaymsL-8A67p6DoYRjC/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-06-26 | Describing Stuff | Jeff Gold | JHS1 | Listening, Speaking, Writing, Information Gathering | OTHER | Not a lot of preparation needed other than printing a bunch of stuff out for class. | https://drive.google.com/open?id=1I8uBckxRmvPBZwz7HdAcO2f0gY4bjpFI, https://drive.google.com/open?id=1RF6G2oFiMdwNEiHXr1HX0k_Jmopy7rXA, https://drive.google.com/open?id=14Hs4b5kaa-0Qy3oR3iDs1AMQFUwOPdTh, https://drive.google.com/open?id=1JPckPAvt1zMGV4XtWjlrDkN9nQGk8zW5 | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | https://docs.google.com/document/d/1Rgr5AmD68AKDMkcWO5uNBVQr36JTPRHD-5eRlELED84/edit?usp=drivesdk | https://drive.google.com/file/d/1_nLsdTEfQS5fWFqSvesH3GCgvgTs4ye2/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-06-26 | What do you like? / What is this? | Jeff Gold | JHS1 | Listening, Speaking, Writing | Questions and short answers | Not much time needed for prep. Need to print out / make the BINGO sheet | https://drive.google.com/open?id=1y2kenPETHjoDJ4UBTE0ZoKypkzFN1PBQ, https://drive.google.com/open?id=1alV7DUQkPgSj0hQUYUi9VPiEVOKt2018 | Class Opening | Class has been greeted | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | SEE ATTACHED PDF FOR FULL LESSON PLAN | Based loosely on New Crown 1 vocabulary | https://docs.google.com/document/d/1TwBzM5DAcfDbnb6gdwAl2gQ6kdmP2_A1OoNuLvkBcSE/edit?usp=drivesdk | https://drive.google.com/file/d/1-Opq9vyTZZvwW3vyAxwuLzEL5O7ai4d8/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-06-25 | Self Intro | Jeff Gold | JHS1, JHS2, JHS3, SHS1 | Speaking, Reading, Writing | OTHER | Self Introductions | Depends entirely on how long it takes to make your self introduction PPT or presentation. Other than that not much time is needed for prep. | https://drive.google.com/open?id=1oYvN0gXEnB3frrB37RSQ5Ay8htrPuDLe, https://drive.google.com/open?id=1H3RkIQ1ArpAUsA_RBlSX88pQPLFH9D7s | Class Greeting | Greet class | Give self intro presentation. | Presentation has finished. | Have students ask questions about you after the presentation. | Students will do a gap fill exercise introducing themselves. | All the gaps have been filled in. | Have students practice their intros and present to the class. | Play an English game with the time remaining in class if any. | Class finishes. | Say Goodbye. | Say Goodbye. | https://docs.google.com/document/d/1hrXVGfSQJa5ieoLK26M7zMTinvF64DGfZx4ebyU2TY8/edit?usp=drivesdk | https://drive.google.com/file/d/1VgwWV1UJ-sl26QxW-yd5ZftUkiefOzvG/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-06-23 | Family Guy Video - Future Predictions | Leigh Bitossi | JHS3, SHS1, SHS2, SHS3 | Speaking, Grammar | Future perfect continuous (progressive) tense | Future continuous tense: (will be V+ing) | You'll need a PC or an AV setup to show the video. | https://drive.google.com/open?id=1XYqmLh8B_aW9cDvHENkFerx-GkcddjU3 | Review Future Tenses | When everyone can understand what "predict" means and how to form predictions in English. | Elicit how to talk about the future in English and make sure everyone knows what "Predict" means. The key grammatical patterns for predictions are of course "going to" and "will + infinitive." It doesn't really matter how you decide to do this at it is after all, a review and practice lesson, but make sure everyone is familiar with "predict." I tend not to fuss over the correct usage of "going to" vs "will + infinitive." While grammar texts will tell you that they are slightly different, which is of course true, in reality, native speakers tend to use either/or without much thought and are often making "mistakes." If the kids use either form to predict something here, that's all I really care about. | Start the Video | When you've gone over the intro question as an example. | The start of the video gives us a warm-up question and it also pauses to explain the rules of this game/video. When you've watched the first scene and the video pauses, try to elicit some predictions from the class. Then, go ahead and watch the conclusion to that scene, pause and have a short discussion on what actually happened vs what the students predicted. | Tally up correct predictions | When the video is finished and you've tallied who, or which team. made the most correct predictions. | One way you can do this activity (among many others) is to form teams and have the teams make predictions. At the end of the video, you can then tally up the number of correct predictions. Really, there are a whole host of ways to do this and I'd be genuinely interested to hear how others have acted out this lesson. | https://docs.google.com/document/d/1F7q03NLzsfWMwMXP3JxTDPM1kvErIakeCEInyacCQlo/edit?usp=drivesdk | https://drive.google.com/file/d/17lvXmJZXJFhWTLwXTZeeONrZeXfuQjZk/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-06-20 | Term 1 Test Prep | Brandon Lindsay | Jason Packman | JHS2 | Speaking | Future tenses | Bring places flashcards | Quiz 2 | Students repeat teacher's sentence | Example sentences: I'm going to study English at school. I'm going to drink coffee at the coffee shop. I'm going to read books at the library. Score out of ten points. | Vocab elicitation | Students come up with activities at each place | * Write the pattern sentence on the board: I'm going to _____ at _____. * Elicit activities for each place. Ss listen and repeat. | Telephone game | Students can make their own sentences and repeat others' sentences | * Divides into teams. * One member of each team makes a sentence based on a particular place. * They tell the T what it is, who then writes it down. * Then S tells a teammate and they play telephone. The last person comes to T and checks their answer. If it matches, they get a point. | Criss cross or other game | Students can quickly respond to questions accurately | * T asks What are you going to do at X place? * S raises hand and answers. If correct, they and their row or column sit down. | https://docs.google.com/document/d/1VAnIn03kCOQpXnP_SVoEg6i-UdD4kp5oTMxxAQMdgCM/edit?usp=drivesdk | https://drive.google.com/file/d/1PQK33xg4rKaisohRZt4krRCSEE1zpM9U/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-06-20 | Passive voice in various tenses / Spelling bee | Stuart Dalziel | Jenny Willett | JHS3 | Speaking, Grammar | Passive voice or active voice | You need dice in addition to the print outs. before lesson starts divide board into one more section than there are student rows in the class | https://drive.google.com/open?id=1t6NK2Ubcw3DksXSDPz3IpNZ5X071tD_8, https://drive.google.com/open?id=1SZ6k8ofhpXf-VvMgMPRkjhxH6ASoApN- | http://www.moviesgrowenglish.com/AWL.html | Grammar break down - alternative passive formsRecap how to convert a past simple sentence to the passive (He ate pizza for example). Then try to elicit same for present simple, past simple/continuous. Skip perfect verb forms for brevity unless you are sure your cohort is high ability enough to grasp it. | Students seem familiar with how the passive works in all presented tenses. | Note: Keep breakdown within one of the board sections - it will form the model for the next activity. | Board DashYou should already have boarded:He ate pizza - pizza was eaten by himHe eats pizza - pizza is eaten by himHe is eating pizza - biza is being eaten by himHe was eating pizza - pizza was being eaten by himA different past simple prompt is written at the top of each board section (the dog bit the man, My father drank lemonade, we studied English, you saw a movie, they went to Spain, I took a shower). Using teachers answers as a model, Ss complete a board dash, with one student in each row writing a prompt then passing the chalk back until all prompts completed. | All teams have finished / winner declared | WorksheetSs complete the worksheet as individual work, paying particular attention to verb form. | Answers checked as a group | (Essays: Spelling)This week’s writing focus will comprise a spelling bee. The format of the spelling bee could be individual work where the teacher reads a list of 10 words (list provided), a group quiz where students are split into teams of around four, teacher reads a list of ten words (list provided), students write down their answers on a team paper and then papers are swapped for scoring between teams, or with a student from each row coming to the front of the room in a classic american knockout spelling bee format (student at front of each row stands up. Given a different word to spell each. Those who answer correctly remain alive. When a student is eliminated student sitting behind them takes their place for the next round. Play until one team fully eliminated. | One team fully eliminated | Optional Extra: Passive board games / passive artists | If more time remains (or as a more engaging alternative to the worksheet), Ss can consolidate today’s language point by using the passive dice board game in groups of around 4. Or, play passive artists | New Treasure 3: Lesson 5 | https://docs.google.com/document/d/1-YDNQSXDWND7Nu8OzAunqOrW6mVhirvPiO2dqr-_ULM/edit?usp=drivesdk | https://drive.google.com/file/d/1GJU53G_A2jq26gGmK5c4a3IT7KBmNYYH/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-06-19 | SHS3 Lesson 8 - Picture Problems | Andy Hughes | Stuart Dalziel, Jennifer Willett | SHS3 | Listening, Speaking, Reading, Writing, Grammar | Present continuous (progressive) tense | Relative clauses | Print materials. | Greet the class and warm up. Homework admin. | Collect the homework assignment and distribute the new homework. Organise any meetings with the students and give them some time to fill out their blue evaluation cards. The new homework can be explained in Japanese for easier understanding. Once students understand fully, we can move on. | Give guidance on how to write in a conversational style. Don't bother with greetings as it wastes space. Students should be aware that they can write in a more informal style when writing dialogue. | Model a picture problem dialogue with one of the NTEs. Because the students will likely copy our answers, we will answer the picture problem verbally rather than writing it on the board. Do one or two. If time allows, model a ridiculously formal style of conversation with the NTE to show the students how NOT to answer. Make sure that they understand the difference in language used when responding to a picture problem that requests dialogue. | Students understand the different style of language and have had any questions answered. | University explanations. JTE can explain to the students about the certain Universities that are prone to testing using picture problems. | Universities explained by the JTE. | Introduce the picture problems information sheet. Remind them that they have already done the picture problems shown on the paper previously. They will check the model answer. Read through the DO and DON'T sections (emphasis on the most important parts eg - correct tense). Overview on the useful grammar. | Students have been walked through the picture problems information. | Read through one of picture problems and explain. Elicit some answers from the students. "What's in the picture?" Etc. They should use the useful grammar section of the worksheet to answer this. Make sure that they are aware of the two different styles of picture problems - Moral of the story / Speculating on a situation. | Distribute picture problem 8. Let them know that they should be using the useful grammar from the worksheet to help them create an answer. If we have time, students can review their work in pairs. | Picture problem reviewed. | Assignment workshop. Students can critique each others homework draft. Teachers give advice as needed. | Class has finished. | https://docs.google.com/document/d/1BDuAl_9rt4XL0hzwnXxOAl3Yz6gHqVP5pnCY1IbAmU4/edit?usp=drivesdk | https://drive.google.com/file/d/1vmwowi7ViM99H7PkwmgfBEKXBoM0oyqD/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-06-18 | SHS1 should have/general review June 2019 | Jennifer Willett | Stuart Dalziel | SHS1 | Listening, Speaking | Modals | Past perfect continuous (progressive) tense | Prints of pictures for money game, money game cards, Touch it games (1 per 4 St and a few spares) | https://drive.google.com/open?id=1U9Ps2l-rbIbKOD978648_YURqDPKvcsOJKxWvMPbeZ4, https://drive.google.com/open?id=1XyCqLwCjfeRk70R-sMck3ae7_xdXNDMIpie8KxFQm5A | Greet class | When students have been greeted and warmed up | S ask a partner 'How have you been?' & 'What have you been doing?' to practise the present perfect progressive tense Get 2 or 3 S to feed back about themselves and a partner (so they use the first person, then the third person) | Students review using modals to talk about the past | S understand the usage and context of should have + past participle | Elicit some advice from the students about the past, remind them they touched upon this in lesson 6 on the mind reader activity | Students play 'should have' touch it | S have played a speaking and listening game. | S play Touch It using the print outs. They know this game but haven't played for a while, so review the rules first. Groups of 4. S play rock, scissors, paper. Winner goes first. Examples: The board says a problem, S should criticize by saying a 'you should have + pp' sentence The janken winner asks a question and then the first student to answer using the prompt can colour the space in with their coloured pen. Play moves to the left. If a student uses incorrect grammar, the others get a turn. | Play the money game (general review) | Set up the money game, make a faster version with fewer cards if desired | Questions for the game: 1. I don't have time to finish my homework before class! (St responds with 'You should/shouldn't have ~) 2. passive grammar transformation: The ball was kicked. (students say 'somebody kicked the ball') 3. What do you enjoy doing in your free time? 4. I lost my key. (St responds with 'You should/shouldn't have ~) 5. passive grammar transformation: The cat chased the dog. (the dog was chased by the cat) 6. What kind of music do you like listening to? 7. I have influenza. (St responds with 'You should/shouldn't have ~) 8. What kind of movies do you like watching? 9. passive grammar transformation: Somebody stole my bicycle. My brother burned the cake. (St responds with 'He should/shouldn't have ~) 10. How long have you been studying English? 11. passive grammar transformation: My brother burned the cake. (St responds with 'He should/shouldn't have ~) 12. Have you been playing a lot of sports recently? 13. What do your friends enjoy doing at lunchtime? 14. What have you been reading recently? 15. How long have you been a student at this school? 16. I got wet in the rain. (St responds with 'You should/shouldn't have ~) 17-25 Use pictures from lesson 7 and get St to make guesses using could have may have must have mustn't have etc. | https://docs.google.com/document/d/1XF0h2SVUZNFWbOOyfRTKvm8XL3k0lo2LJPGC47F9ufM/edit?usp=drivesdk | https://drive.google.com/file/d/1OkB2KulaHsKBR_lhsXIL9BSLUsN2DBUQ/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-06-18 | Passive voice with and without agent / Essay punctuation | Stuart Dalziel | JHS3 | Speaking, Writing, Grammar | Passive voice or active voice | Print A3 sheets, print punctuation sheets, get board magnets | https://drive.google.com/open?id=1rd_dTbi_-NaPcYR4v3eMdqK3Nr445Rir, https://drive.google.com/open?id=1YD23B56sOQLmBocZNRj5ciXupXNDw0lR, https://drive.google.com/open?id=1lx_FHBSxtTNHc_1zEmYNn9KX64INIZHA, https://drive.google.com/open?id=1AxNf9fCIbyvJD_dli3c-15wHrj8C7eqk, https://drive.google.com/open?id=1JMJeUc9UrTye4TcGox3B3hl0LVTSKXH2, https://drive.google.com/open?id=1WmLs9Byv4LFCsad6vbTUY2VZPrvFahuV | The A3 window is boarded. “It is a window” elicited. A3 picture with the characters in boarded. Active sentence “the boy broke the window” elicited. A3 pic of broken window boarded. Point out active sentence can’t be made as we don’t have an agent. Elicit passive form. Inform students that you know who broke it (any name is fine of course). Elicit the way to add an agent to a passive sentence.The remaining three A3 pics can all be used after to further consolidate the language if needed (these are all without agent, but the agent “someone” can be used to demonstrate both forms). | Comprehension checked | Warn about the common error of not swapping the subject and object from active to passive (the dog bit the man does not equal the dog was bitten by the man)Put students into groups of 4 and distribute the match up strips. Demonstrate with one group how to play the game, as used in SHS1 lessons (perhaps a representative from each other group can circle round to observe and later teach their own groups). At this younger age, this cohort may need extra coaching one (group) on one from the teacher to get the hang of it. | A majority of groups have completed the activity | Briefly go over common punctuation marks from front and how they are used: Full stop, comma, Capitalisation, paragraphs, speech marks. Don’t spend too long as Ss should by this age be relatively familiar.Similar to the common errors session 2 weeks prior, Ss are split into groups and given an A3 sheet with a block of unpunctuated text. At the bottom they are informed how many of each punctuation mark are missing, and must insert these back into the text where they think appropriate. T boards the same text whilst Ss are working and at the end of the sessions Ss can put their corrections onto the board text under the teachers supervision. | Answers checked as a whole class | New Treasure 3: Lesson 5 | https://docs.google.com/document/d/1H9EBKyti3mAXa0XKJ6Hixs-ZgFithxLi8M03yTYZtlk/edit?usp=drivesdk | https://drive.google.com/file/d/1cpnLvnXKK6WdC4aW7051ePJv1qe6Gzhu/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-06-13 | Inventions Project (Part 2) | Necole | Mae | JHS2, JHS3 | Speaking | Speaking, Presentation Skills | OTHER | After students think of their inventions, they will write a commercial script for it. You can write your own examples (depending on their level ) and if you have online access and a TV, you can show examples in class. | https://drive.google.com/open?id=11LBbT9yy1ihTuJF8fkwPr04GHM-6hCM9 | https://www.teachingenglish.org.uk | Give students the handout and have them listen repeat. | After explaining the next phase of the project. | Have a few groups come up and act out the script.. | When a few groups have practiced. | Help groups write their own scripts for their inventions. | When everyone has finished. May take 2 or 3 classes depending on their levels. | https://docs.google.com/document/d/11_aD2Bw_2NhXm1CU72UwxCnJ6T_3_Np7EWZ0cvFty9U/edit?usp=drivesdk | https://drive.google.com/file/d/1dSyyMtilLbEH7bvAv5tzpLVKePqfzd_M/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-06-12 | Relative Pronouns | Chris Bridgeman | Lawrence Tran | JHS3 | Listening, Speaking, Reading, Writing, Grammar | Relative clauses | hint cards, answer sheet, writing sheet | A&Q | All hint cards given out | Students will play a Q&A game where the teacher provied the answer and they must make a question to fit the answer. (EX: T: Yes I do. -> S: Do you like cats?). Students who answer correctly are given a hint card for use in the following game. When All hint cards are distributed students will be given time to hide them around the room. | Topic Introduction | Students demonstrate an understanding of the topic. | Search and Combine | One group finishes all sentences | Students will be provided an answer sheet with half completed sentences written on it. They will search around the room to find a hint card to help them complete the sentences. Students may not touch the hint cards and must leave their answer sheet at their table. | Writing | Class ends | Students will write sentences about their homeroom teachers using relative pronouns. | https://docs.google.com/document/d/1f1gw07nzfzajwcPLtkIwIwaSQPLGaH3SzvWmpsOtowQ/edit?usp=drivesdk | https://drive.google.com/file/d/1XO3MuMFskuN7XA9EF6nzQABMhFGZj6PH/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-06-12 | Conjunction: If | Chris Bridgeman | Lawrence Tran | JHS2 | Listening, Speaking, Reading, Grammar | Conjunctions | paper cups, questions on paper slips, playing cards, presentation explaining rules, writing sheets | Topics | Two rounds are completed | In teams students will try a baton race style writing game. The teacher will announce a topic (ex: animals) and teams will write as many examples as they can in the time limit. | Introduction of Conjunction If | Students demonstrate an understanding of the topic | Kings Cup | All teams are able to progress through questions and answers smoothly | In teams students will take turns drawing playing cards and question slips. Depending on the card drawn students will ask the question to a student of their choice. | Writing | Class ends | Students will write a profile sheet about themselves using If statements. | https://docs.google.com/document/d/1xTHE0mQQuVfx0ntCSZjDiyTVCMdSHVJW0EqbMiC-iec/edit?usp=drivesdk | https://drive.google.com/file/d/1VBDpmpbONg9salV_mMHw-ou16cT3u3cm/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-06-12 | He is/She is | Chris Bridgeman | JHS1 | Speaking, Writing, Grammar | BE (auxiliary verb) | slide presentation, writing sheet, mini whiteboards, markers, erasers | Class Pictionary | Students are able to quickly answer using full sentences. | Students will be introduced to the question "What is this/that?" and the answer form "It is a _____." Students will review common school objects vocabulary, and try using sentences to describe items the teacher draws on the board. | Introduction of "He is" and "She is" | Students demonstrate an understanding of the topic | Students will be shown a family photo of the ALT and discuss how to talk about the people in the picture using "He is" and She is". | Team Pictionary | 12 Rounds are complete | Students will break into teams and take turns in the artist and guessing roles. Artists will come to the front of the room and be shown picture of famous characters. Artist will return to the group and when the ALT says go they will draw the character on mini whiteboards. Artists cannot speak. As soon as the team knows the character they can yell "I got it!" and tell the ALT their answer using a full sentence. If correct the round ends and that team gets a point. A new artist is chosen and the process repeats. | Writing | Class ends | Students will use "He is" and "She is" sentences to describe their homeroom teacher. | https://docs.google.com/document/d/1FJ2SiTUeWg3OATg1vboFbTmuYijvyG8V3t5AnedGdjM/edit?usp=drivesdk | https://drive.google.com/file/d/1-gBlOGWy_l2UHZQC_tK4YLsKkj0lVfkM/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-06-12 | Lesson 7 SHS1 2019-20 Modals | Jennifer Willett | Stuart Dalziel | SHS1 | Listening, Speaking | Modals | 2x print outs in A3 of the pictures from the SHS1 Modal Auxilliary Verbs file, one modal verbs worksheet per student | https://drive.google.com/open?id=1plEa66IbndMsDh_OWp93lwRFcm5kDOk_ | Greet class | When the class have warmed up | Use the present perfect progressive warm up questions in pairs and get a few to feed back 'How have you been?' and 'What have you been doing?'. | Introduce the grammar focus | When S understand the grammar and natural context within which it's used | Hand out the modal auxiliary verbs sheet and the JTE should refresh S about the grammar. Explain natural usage and emphasize that 'mayn't' isn't a word. | S practise using the modal auxiliary verbs in pairs | Practise speaking using the past tense modal auxiliary verbs | Taking turns in pairs, students should complete speaking activities 1-6, selecting the correct phrase from the options given, or using context to discern which is best. S complete the sentences to familiarise themselves with the patterns, elicit correct answers and check as a class. | S make independent sentences about the images | S have used the target language in a natural context with an image as a prompt | S work in pairs and take turn to verbally complete the sentences about the images on the worksheet, using the target language to express their own ideas Images of weird situations are used to get the students' imaginations working. | If time do pronunciation drills | When S have improved pronunciation | Practise natural rhythm, pronunciation and intonation using sentences elicited from S after the image speculation activity. Focus on intonation especially of phrases like 'could've been' which differ from formal written English etc | https://docs.google.com/document/d/1_AMgvRc0uCvVfZ63Ajy9SLz5C8YbIvB7W_Ku6dXEkww/edit?usp=drivesdk | https://drive.google.com/file/d/1oxJzyp63ZosGYPD3Ou8_Ud5Jm4z8vqwK/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-06-12 | SHS3 Lesson 7 - Conclusions II | Andy Hughes | Stuart Dalziel, Jennifer Willett | SHS3 | Reading, Writing, Grammar | Word formation | Questions and short answers | Print Materials | Greet the class and warm up. Prepare material. | Students have warmed up and are ready to start the class. | Hand out the marked homework and the blue card evaluation sheets. Arrange any meetings with students if required. Distribute assignment G and explain the question posed. This will be explained in English and also in Japanese if needed. Students should fill in the evaluation section of their blue cards. Once finished, we can collect assignment E. | Students have finished their blue card evaluation and received all relevant materials. | Introduce the focus of the lesson - Conclusions. Explain the worksheet 1 briefly and distribute it. Read the problem and explain that we should only do attempt 1 for now, we will revisit the other attempts later in the lesson. Students have roughly 5 minutes to complete it. | Students have completed attempt 1. Students can reflect with a classmate if time permits. | Teach the two conclusion styles. Make an example sentence and explain why each conclusion type is strong in certain situations. 1 - useful for addressing counter arguments. 2 - making a prediction about the future. After this, explain to the students that they should never repeat information in their essay as it is just a waste of time. If they want to summarise their argument, they must always use different words to do so. Make sure that they understand that repetition will never grant them extra marks. | Students understand the two conclusion structures. | Style 1 - Some might say ~, but ~. Style 2 - If ~, then ~ will happen. | Students begin attempt 2 of the previous worksheet. This time, they can use the two structures taught. Students should have time to share their responses with each other. | Attempt 2 completed. | Split up into groups and begin the workshop session. Students can begin the in-class portion of assignment F. They should review their conclusions in pairs and try to improve their conclusions in their draft assignments from last weeks homework. | In-class section of assignment F completed. | If any time is left, we can do the composition problem "Why are video games good?" | Composition completed. | https://docs.google.com/document/d/1GyPw4eKCMxL-K9RXJJLNBVXm77iEmlXiT1-CD4UnjK8/edit?usp=drivesdk | https://drive.google.com/file/d/1ShC9AkqcjvdfUyJrp_NBGKSpmDaX06rX/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-06-10 | SHS1 lesson 10 2019-20 | Jennifer Willett | Stuart Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | passive voice handouts, time zones 4 | https://drive.google.com/open?id=1nGh57DEAk6KtJVQs2HaykCq2ZckN4Q9S | Greet class | When students have been greeted and warmed up | S ask a partner 'How have you been?' & 'What have you been doing?' to practise the present perfect progressive tense Get 2 or 3 S to feed back about themselves and a partner (so they use the first person, then the third person) | Teach This passive Voice activities | When students have completed the - Re-write the sentences using the passive voice activity | In pairs, students re-write the sentences using the passive voice. Do the first as a group and then check with the class once a few have been done. Feedback and check answers as a group. | Exercise 2 - Passive to Active | When students have completed the passive to active handout | News Reports with a partner. | News Reports Complete the news reports using the passive voice and then practice reading the reports with a partner. | https://docs.google.com/document/d/1BdiT2CqA9xiggDg3rBHh6jqzyCMwkfuAYT0t7qVcr7k/edit?usp=drivesdk | https://drive.google.com/file/d/1l1mHGpXN-4wUYqL9EcZW9hRoVZBfTgTv/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-06-10 | Sensory verbs / Thesis vs antithesis | Stuart Dalziel | JHS3 | Speaking, Writing, Vocab | OTHER | Sensory verbs | Print worksheets, position chairs in a manner conducive to later activities. | https://docs.google.com/document/d/112X8L1XKWz6b4pEYoKmRfHcm4nDUN6EOUJx25HLDQ7k/edit?usp=sharing | Board the title “Senses” Elicit the sensory verbs and their past forms:See (VS Watch - passivity or volition)Hear (VS Listen - passivity or volition) feel, smell, taste. | Comprehension checked | Take extra time on the volitional verbs | Smell Rankings (Smelling)Distribute handout. Ss rank the smells from 1-15 in order of preference. Then complete the folowing dialogue with a partner / multiple partners in a mingle,based on their answers“What is the best / worst smell?”“The best/worst smell is _________” | Dialogues complete and modeled. | Board a food (Tasting)As many numbers as there are students boarded. Each student must board a food next to their name (no duplicates and avoid Japanese food names where possible).Ss reminded of the enjoyment cline from earlier lessons (I love to I hate) and then invited to quiz their partner about various food items from the board using this structure:Do you like________?I (DEGREE OF ENJOYMENT VERB) __________. And you? | As for activity 2 | I spy (Seeing)After a brief demonstration as a whole class, Ss briefly play I spy in groups of four. Winner becomes the next ‘spier’. | A few rounds have been played | What is it (Feeling / Listening)One student closes their eyes or places their hands behind their back, their partner places an item into their hands. The student must feel the item and guess what they are holding “It’s an eraser”. Demonstrate in front of class first to set up.Same activity repeated, but this time instead of placing an object into the partners make a distinctive sound next to the listeners ear (e.g zipping a pencil case, rustling paper) and they must identify the source of the sound. | suitable amount of time has been devoted for kids to get the idea. | Essays - Thesis vs Antithesis (Arguing both sides)Ss informed that in order to be a good essay writer they need to be able to see both sides of an issue, and practise arguing both of them.In their notebooks, students divide a page in half with a plus on one side and a minus on the other. A topic is then given, and students must list 3 or 4 positives and negatives about the given topic. It might help to do an example first on the board, and to pick a topic that the students are likely to have opinions on such as playing computer games or taking cellphones to school.If more time remains (unlikely!) students put into groups of fours. The same topic is given to two groups, with one being invited to brainstorm arguments “for” and the other “against” (if there is an odd team split them into two pairs with one pair for and one against). After they have brainstormed a few ideas the two rival teams invited to sit across from each other and take turns delivering their arguments in a (somewhat scripted) debate. Potential topics: games, cellphones at school, uniforms, homework, the internet, comic books. | This will carry you through to the bell | New Treasure 3, lesson 4 | https://docs.google.com/document/d/10d_pGpElRUpIjXDSGE051al5mrwVxKqKGJPkO2d0UqY/edit?usp=drivesdk | https://drive.google.com/file/d/1gtIg7v8watlNRAAafvq_1sYfzLA1yHdg/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-06-07 | A place I have been to | Brandon Lindsay | JHS3 | Speaking, Writing | OTHER | Have been | Traveling | Print out interview sheets or have students write them in their notebooks, 20 minutes | Classmate interview | Students have interviewed around thirteen people | * Introduce 'have been' grammar and ensure students understand. * Have each student think of a place they have been to and can write about. * Pass out interview sheets and have students fill in the blank: Have you ever been to _____________? Practice the question with examples, as well as the answers, Yes I have and No I haven't. * Students interview 13 classmates (depending on class size), and check either yes or no. | Speech explanation | Students understand how to write their speeches | * Provide the following example (or one similar): Hello. I am going to talk about a place I have been to. I have been to Hawaii twice. I went there two years ago. (five sentences about Hawaii or about the trip) I asked thirteen people about Hawaii. Four people have been there. I think you should go, too. Thank you for listening. | Writing | Students can write about a place they have been to | * Students write their own version, substituting their own ideas and opinions. | https://docs.google.com/document/d/1BDFdtE3ddvpF0WqqEuQUZQj8QPdHOUZ9j6cMmN3hx4k/edit?usp=drivesdk | https://drive.google.com/file/d/1NFqtlT6tORNFyLNkXvB_WVxE72lxtJ4e/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-06-07 | My Perfect Vacation | Brandon Lindsay | JHS2 | Speaking, Writing | Future tenses | Ideal vacations | Print out a questionnaire with two sets of identical questions, one sheet per student, 20 minutes | Schedule explanation | Students understand the presentation test schedule | * Inform students they will beging writing a speech about their ideal vacation, which will be presented in two weeks. | Group interview | Students have asked and answered each question twice | * Hand out worksheets with the following questions: Where are you going to go on your next vacation? How long are you going to be there? Who are you going to travel with? What are you going to do there? * Go through example questions and tell students how to answer each question. * Form groups of three. Students ask questions to one of the members, then ask them of the other member. | Speech writing | Students understand how to use future tenses when describing their ideal vacation | * Give an example of a speech that is 10 lines long (8 for the body). Hello. I am going to talk about my perfect vacation. I want to go to Hawaii this summer vacation. I want to go there for two weeks. I want to travel there with my family. Hawaii has many beautiful beaches. There are also some amazing volcanoes. First, I want to go snorkeling in the sea. Second, I want to go shopping in Honolulu. So, I am looking forward to my summer vacation. Thank you for listening. * Students then write their own version, substituting their own ideas in the body. | https://docs.google.com/document/d/1ah_zXf26qNYWg-0Uql1pyHOY3lSyq86YLk54RB4nbN0/edit?usp=drivesdk | https://drive.google.com/file/d/140pB8kd76NdXwyE2fXgydUcl2lBAvVID/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-06-04 | Present Continuous | James Modlin | JHS2, JHS3, SHS1, SHS2, SHS3 | Listening, Reading, Writing, Grammar | Present continuous (progressive) tense | 5-10 minutes to print everything out | https://drive.google.com/open?id=1kc580fj9-mvIS3Rf_ehngWmXcLJrwjiN, https://drive.google.com/open?id=117Jm-LFQmjzDPu0co4Wzjxp_KkeR1Etz, https://drive.google.com/open?id=1ICPtyYrVsyrQF1eBt8mXbJjWYQPO4LCz | Complete the cloze worksheet. | Introduce "be verb + ~ing" - they should be familiar with it. Pass out the cloze worksheet (fill in the blanks). Read the sentences from the answer key and have students write what they hear. | Feel free to help the students out (depending on their level) by writing the spelling/answers on the board. | Complete the "fix the paragraph" worksheet. | Pass out the worksheet with the be verb conjugation at the top and paragraph at the bottom. I had this printed on the other side of the cloze worksheet to save paper. Go over the be verb conjugation first. Then explain that they have to fix the mistakes at the bottom using the present continuous. | I do a few examples first like how it is written on the page. Then I let them pair up or do it on their own. | Pass out the crossword. | Complete once it has been finished. | I write the word bank on the board (not in order, obviously) because it's a little difficult. You might have to explain a few words. Usually there isn't enough time for everyone to finish so I write the answers next to the words (A7, D12) towards the end of class. | https://docs.google.com/document/d/18muDM8WUZ7SRmA2e9LOIYJTPvo_0vfx56-YM3BWUBGs/edit?usp=drivesdk | https://drive.google.com/file/d/1_6OPMTSjhQWXwKRrH0gc8N4v_jtOFZmu/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-06-03 | Make vs Let / Pacing writing | Stuart Dalziel | JHS3 | Listening, Speaking, Writing, Grammar | OTHER | Makes me vs lets me | Print worksheets, that's about it. Preparing some categories for the last activity beforehand might be beneficial too | https://drive.google.com/open?id=1Ikb_DtSJl7W8WTXeGj0g2-mCxhPhSJf4 | https://docs.google.com/document/d/1lunovs4g2AzcyPQ4WiHZ3yYyKCPG_LhBqn2NUWSv_xU/edit?usp=sharing (scroll to bottom) | Pair convosMeaning of make and let presented / elicited (possibly with a few EGs from school). Once meaning seems clear, the following pair conversation initiated:A: “What do you parents make / let you do?”B: “They (don’t) make / let me_____________” | A couple of example pairs perform to whole class | Surveys Negative forms of the structure introduced / elicited (again possibly with school EGs).Students write down one question in their notebook using the following structure: “Do your parents make / let you_________?”They then make a yes and no column and go around surveying X number of students and tallying their responses. Students should reply “they (don’t) make / let me_____________” | AT least ten students have been interviewed | My own Child!Worksheet distributed. Students encouraged to imagine that they are an adult with their own child/children and to reflect on what their rules would be for that child. Try to write 5 EGs in each box. | 5 Egs written per box | Speed writing compSs told that this week’s writing focus will be writing quickly. Importance of this stressed, and the fact that it has two elements: penmanship and speed of brainstorming / planning.First focus will be speed of penmanship. Ss invited to turn over their page to the passage on writing speed and copy it down in their notebooks as quickly as possible. First student to finish legibly wins. Ss encouraged to reflect on their own ability relative to their peers. | A winner has been declared and time for reflection given | Speed thinking gameSs split into teams. Teacher gives a category, students must list as many things as they can belonging to that category in X minutes. Examples then checked. Potential categories could be “things to do at the beach” or “school rules”, for example. Repeat with new categories until bell rings. | This will easily take you to the lesson end in a 55min class. | New Treasure 3: Lesson 4 | https://docs.google.com/document/d/1WpzMhJ1A_10zdWq5Nm_IfrxENCqdjaOgLIyQpVWOSck/edit?usp=drivesdk | https://drive.google.com/file/d/1CuGnQ7NItKdxrvua0Kb33rtAwCxoC9df/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-06-03 | Vision Quest L5 | Kitty West | SHS1 | Listening, Speaking, Pronunciation | OTHER | Focusing on Katakana pronunciation vs English pronunciation | About 30 minutes | https://drive.google.com/open?id=1iMzqScJ2yiZT4NaCU2T7Jz1wVHXvv_Mk | Rakugo in English review | Students form groups and one stands up. I will ask a question from the story and the first on to hand up and answer correctly gets to sit down and the next person in the group stands up. The group with the most points wins. | Rakugo in English' is from their reading comprehension lesson. It will most likely come up in the test at the end of the semester so they need practice. | JTE and ALT demo the conversation. Students repeat after the ALT, then practice the conversation in pairs. | After switching in the conversation they can sit down. Finish with a small reading game (group popcorn reading) | Write sur-prise, and A-me-ri-ca on the board. Get the students to tell the ALT which part is accented in the word. | With that demo in mind, give the students 12 katakana English words. In groups get them to circle the part of the word they think is accented. | Go over the answers, explain that Katakana English and English English is different and to be careful. | Practice the pronunciation as a class. | As a bonus of the higher levels if there is time, write 'pre-sent' on the board and get them to circle the correct part. | As you can circle either based on if its a noun or a verb, explain the differences to them | Vision Quest Lesson 5 page 35 | https://docs.google.com/document/d/1lpNYtxAj1lcGNuzTLDrkeQpkQATfHz1yfIMxpLl91uo/edit?usp=drivesdk | https://drive.google.com/file/d/16vEX_Md9VdXUzKU8Uul8XY95cW86UAue/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-05-31 | J1 How many | Chris Bridgeman | Lawrence Tran | JHS1 | Listening, Speaking, Writing | Plural nouns: regular plurals with S ending | scrap paper, writing sheets, monster pictures | A&Q | Time expires | Students will stand and try to make questions for provided answers. Example: "Yes, I do." -> "Do you like cats?". | Grammar introduction | Students demonstrate an understanding of the topic | Bluff | Students can try the activity with three different partners | Procedures: Students will play a simple guessing game in pairs using How many questions and answers. | Monsters | Students can try the activity with 2 partners | Students will play a guess who style game using pictures of monsters. Students will take turns asking questions like "How many arms do you have?" | Writing | Class ends | Procedures: Students will choose one of the monsters from the previous activity and write three statements describing it. | https://docs.google.com/document/d/1r0GDhW4LI1VQfWaTdliIu0fpUxWh1BL3a6AnhAQhaW4/edit?usp=drivesdk | https://drive.google.com/file/d/1jC-MLSjmvw87mdnCaGbUPVMyxLrCBgi0/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-05-31 | Have to | Brandon Lindsay | JHS2 | Speaking | MUST or HAVE TO (obligation) | Have an example conversation ready, 5 minutes | Reading | Students understand the conversation in the book | * Perform/explain the conversation. * Practice shadowing with the class. * Go through other examples on the page. | Partner practice | Students have practiced both parts in the book. | * Form pairs. Each pair does the conversation twice, switching roles. | Original version | Students can use have to/don't have to | * Have pairs come up with a situation, and have them write a sentence using have to, and another with don't have to. Alternatively, you can use Do we have to ____? | New Crown 2, p. 52 | https://docs.google.com/document/d/14HBYIOm0JrS7ldGvelU2R4n7Ef9mKfjKip8tri344Lc/edit?usp=drivesdk | https://drive.google.com/file/d/1RggJW_Sg1U9hE-HrhVhFBxz95G4lDq0l/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-05-31 | Have Been | Brandon Lindsay | JHS3 | Speaking | Present perfect tense: FOR or SINCE | Clubs and hobbies | Write an example speech, 5 minutes | Review/intro language | Students understand Have with For and Since | *Tell Ss they'll be writing about their club or hobby. * Show meaning of I have lived here since 2017, or give other examples until students grasp the meaning. | Writing | Students can use the language to describe their interests | * Have students write five sentences, plus intro and closing, talking about their club or hobby. Have them include at least two sentences using the language. | Presentation | All students have presented | * Have students practice and memorize as time allows. * Each student presents their club or hobby to the class. | New Crown 3, p. 20 | https://docs.google.com/document/d/1unIML97fIvSsLnp_eluV11qaJfjsrn6kvSHbBjC-gko/edit?usp=drivesdk | https://drive.google.com/file/d/1-H3L3ZmpQ0RdylGW7i9B-BAl8w0dwecX/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-05-30 | JHS1 Lesson 5 - Days and Dates (Daily Routine) | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation | Prepositions of time | Questions (interrogative) | Print daily routine worksheet | https://drive.google.com/open?id=18KLY3mDOkBY8JvEJ0YHTXmboSCBWpjmPm_ig37METw4 | Greet the class and warm up with some simple questions. What time is it? What is the date today? | Students have answered some basic questions about the time and date. | "What time do you _______ ?" Direct the students to the corresponding page in the textbook. Ask a student a question using this structure. Once answered, they can pick another student and ask a question. Continue this for roughly 5 minutes. Keep the question structure on the blackboard. | A majority of the students have had a chance to ask and answer questions based on their routine. | Briefly cover the 'telling the time' section of New Treasure. This was only briefly introduced before the mid term exams so it is important to make sure that they remember how to answer questions regarding time. After that, move onto the chapter focusing on days and dates. Make sure that they are pronouncing the months correctly, double checking any common mistakes. | Recap of "telling the time" finished. | Students practice the conversation challenge for 2 minutes, some students can present the conversation. | Conversation challenge finished. | Demo the daily routine worksheet. Ask the JTE some questions. "What time do you wake up?" Etc. Draw a clock on the blackboard and draw in the clock hands to illustrate the JTEs answer. Once finished, hand out the worksheets to the students. They will need to make one original activity so write some ideas on the blackboard. | Students understand how to fill out the daily routine worksheet. | Once finished, allow the students to ask each other questions. "What time do you ______?" Continue this until the end of the lesson. | Activity has finished. | New Treasure 1 | https://docs.google.com/document/d/1Eu-VFLYth7wHpK24McFeZb4y8nToznvC6SowfFei3uY/edit?usp=drivesdk | https://drive.google.com/file/d/1b5bYTuxvSW3iiW88H9QZ5hjADwVaziRT/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-05-29 | My Family | Adam Strauss | Brian Heilenman | JHS1 | Listening, Speaking, Pronunciation, Reading | OTHER | WORKSHEET | https://drive.google.com/open?id=1R2qeWgTrtxPCyE-oRZCmK3sm5ki2-IlZ | Practice numbers from 1-10 | When finished practicing | Practice "FAMILY" vocabulary. Have students ask each other 9 different questions | When all questions have been asked. | Students take turns selecting a card. They must talk about the family member on the card. | When all cards have finished. | Listening test (optional) | https://docs.google.com/document/d/1vWe4FoUAHMOfbbz4bQo3lFizXE8WLVnYaOnuPRbpXwM/edit?usp=drivesdk | https://drive.google.com/file/d/1Up6lUfBU0iUGVFrCemqsMhS8OI1lGhDJ/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-05-29 | The 1st Term Test Lesson7 | Kim Stahl | Claire Yates | SHS3 | Reading, Writing, Grammar | Comparison (comparative and superlative) | The teacher will have prepared a written test based on last weeks review. | The teacher will had out the tests, and give any instructions. | The students all understand and are erady to begin. | The students will write the test within the given time frame. | The students will write the test. | The students will complete the test and hand in the finished work. | The teacher has collected all the tests. | https://docs.google.com/document/d/1q91QWNYF42Px2Gi5Xq0qlgv3QbumlIOjgZntiSSX-74/edit?usp=drivesdk | https://drive.google.com/file/d/1i1b2CbyQFKDwPCYZKYXWHSgAPB5VHkbA/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-05-29 | Let's Review Lesson6 | Kim Stahl | Claire Yates | SHS3 | Listening, Speaking, Reading, Writing, Grammar | Comparison (comparative and superlative) | Prepare a review test with all materials taught up to now. This should be written and copied and handed out to all students. | Tell the students that they are having a review test. Hand out the test to the students. Give them 25 minutes to complete the test. | The students have completed the review test. | The teacher will then go through the test with the students, giving them the correct answers. | The students have corrected their review tests and noted their mistakes. | The teacher will then go to the individual students and assist the students where necessary. | The teacher has made certain that the students know what is expected from them on the test. | https://docs.google.com/document/d/1gBgOx0DBPs2OhgXfKeZrVBGFk1E_Hc0SnqW0ycCgAJA/edit?usp=drivesdk | https://drive.google.com/file/d/1IOB2DpkDnj_v4ZN-SlkApgqUvwjirKXT/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-05-28 | S1 R6 Passive | Chris Bridgeman | SHS1 | Listening, Speaking, Writing, Grammar | Passive voice or active voice | quiz sheets, object cards | Team Q&A | One team finishes the game | Students will answer questions in teams reviewing past grammar points | Information Gap | All students can finish the hint giving role of the quiz | Students will review passive grammar and then try a simple hint giving game using pictures of common school items. First students will listen to teacher hints, and then students will make their own hints in pairs. | Writing | Students can finish at least one quiz | Students will write a quiz about a type of food using the passive voice. This will be used in a future lesson. | https://docs.google.com/document/d/1bQrGLR31pwWGFE4k7-caOEM1edxskJd4jWLvGt3JnZc/edit?usp=drivesdk | https://drive.google.com/file/d/1TCKuVJCHj0zeJXzRCL6Bac0ckeLrRLD1/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-05-27 | Summary writing lesson - Rakugo in English | Kitty West | SHS1 | Writing, Grammar | OTHER | Summary writing | about 30 mins | Pronunciation practice (th- this, mother etc) | Get them to repeat it a couple of times without saying 'za' | Give them a table separated into the 4 parts with photos and key words written for each part. | Students given a blank table with the photos and they have to use the key words to make their summary | Teacher walks around and helps where needed | Choose two good students to read out their summaries. | Collect all the summaries and mark for next lesson | Element book Lesson 1 - Rakugo in English | https://docs.google.com/document/d/1xPG2bkvCUel0VoH6ZSW8fHuIEpcBlsN-ND5n6H6hWe0/edit?usp=drivesdk | https://drive.google.com/file/d/1O8zxxczEcXmx-P8f9okDp7gZedbZQMpu/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-05-27 | J1 always, usually, sometimes, never | Chris Bridgeman | Lawrence Tran | JHS1 | Listening, Speaking, Writing | Adverbs of frequency | schedule sheet, survey sheet | Q&A | Students are able to answer quickly and smoothly | Procedures: Students will stand up and be asked Do you~? questions with What~? follow-ups. | Grammar Explanation | Sudents demonstrate an understanding of the topic | Procedures: Students will be introduced to the words always, usually, sometimes, and never. We will use this information to talk about our daily schedules. | Survey | All students can interview at least five classmates | Procedures: Students will write something that they usually do on Sunday and ask their classmates if they do the same thing. Example: I usually play games on Sunday. Do you play games on Sunday? Students may answer using always, usually, sometimes, and never. Students will keep track of the results of their survey using a simple tally. | Writing | Class ends | Procedures: Students will simple sentences about their weekly schedules. | https://docs.google.com/document/d/1dLDkKOmpF3JUhUSZXD3WPx83Kp95Xp4KNDjDh5Cp_qI/edit?usp=drivesdk | https://drive.google.com/file/d/1IxTo7s4AbYhdmxCejfmo64MhPbArIxix/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-05-27 | Adjective plus to plus infinitive | Stuart Dalziel | JHS3 | Listening, Speaking, Writing, Grammar | Infinitive structures | OTHER | Proof reading essays | Print and cut worksheets. | https://docs.google.com/document/d/1cgVznXzCi13oEgS_kmi3_sXYotMpJjym1AjqIqEhVoQ/edit?usp=sharing | BOARD DASH. Board split into as many columns as there are desk rows. Each column headed with one of the following adjectives plus “to”: wise, foolish, kind, unkind, polite, rude, easy, difficult.One by one students in each column must add an infinitive and object to the board which corresponds to their header (difficult to - speak english) and pass the chalk back to the next student in a relay. First row to finish wins. | A team has been declared winner. | Keep adjectives boarded | SET UP / WORKSHEETOne of the boarded answers converted into a full sentence (it is difficult to speak English).Students then given the worksheets to complete in the same manner. Elicit some answers at end as a group. | Example answers elicited. | PEER REVIEW SET UPA big plus and minus boarded. Ss invited to reflect on what positive or negative things a teacher might say at the bottom of their essay (can start easy with ‘good’ or ‘bad’ and build from there). Possible answers to hint at include: good spelling / handwriting, too short, not finished, forgot conclusion, no paragraphs, nice ideas, etc etc. | Comprehension checked | SOLO ESSAYSStudents complete and essay using the guided structure sheet. Teacher can decide topic or students themselves but obviously keep it simple - The best place I’ve ever been would work well, or ‘my favourite school subject / book / game’ etc. | Time limit up | PEER REVIEWStudents pass their essays back 1 desk. Recipient must read the essay and write one positive and one negative piece of feedback on it in the spaces provided. Pass back again, rinse and repeat until bell rings (leaving enough time to hand back and reflect on advice at end) | Original authors have had time to reflect on feedback | New Treasure 3, unit 3. | https://docs.google.com/document/d/1dnZWQ6Jt3_kFfxQnKrrzHvFr_ZtZXspcnTdkZ1XEPBY/edit?usp=drivesdk | https://drive.google.com/file/d/1vHpidv0R-tUd7OzUIjauKrdWxIstK9Jl/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-05-26 | J3 to + infinitive | Chris Bridgeman | Lawrence Tran | JHS3 | Listening, Speaking, Writing, Grammar | Infinitive structures | Survey sheets, Profile sheets | Review Q&A | All students can answer at least one question | Procedures: Students will stand and answer teacher questions using previously studied grammar. Students will answer in pairs and may sit down after answering. The teacher can randomly quiz sitting students about their classmates answers to ensure they are listening. | Grammar Introduction | Students demonstrate an understanding of the topic | Procedures: Students will be asked what they like to do in their free time. The teacher will write down some student answers and then discuss the target grammar. | Surveys | All students can finish surveying at least ten classmates | Procedures: The teacher will conduct a short survey of the class to see who likes to read books in their free time. The teacher will demonstrate how to collect this data using the same sheet the students will use in the activity. Following this students will create one Do you like to _______? survey question. Students will move around the classroom and ask as many students as they can their question and take notes of their answers. Students may answer with love to, like to, don't like to, and hate to. After the activity students will write a summary statements and some students will present their question and summary to the class. | Writing | Class ends | Students will use what they learned about to + infinitive to write a simple profile about the things they love to do and the things they hate to do. | https://docs.google.com/document/d/1D3sFXvcuh_I-Jye-0d2kLr7AbQl1P71B_uJH3g-NEH4/edit?usp=drivesdk | https://drive.google.com/file/d/1srZvyoMMqHKyLuk-CFZZlJ0BlJbJL5x_/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-05-26 | J2 There is/There are | Chris Bridgeman | Lawrence Tran | JHS2 | Listening, Speaking, Writing, Grammar | There is / there are / there was / there were / there will be, etc. | Picture cards, writing sheet | Review Q&A | All students can successfully answer one question | Procedures: Students will stand up and answer questions from the teacher. This will be done in pairs, so that when one student answers their partner will answer the same (or a very similar) question. Students should support their partner if they have difficulty answering. Once students have answered they can sit down. To keep sitting students listening they can be questioned randomly about their classmates answers. | Grammar Introduction | Students demonstrate an understanding of the material | Procedures: Students will be shown a famous painting and asked to describe it. In pairs students will try to make one sentence describing the picture. A few random pairs will share their answer. The teacher will take student answers and model the grammatically correct form for describing objects in the picture using There is/There are. | Picture Game | Each student can try the describing role one time | Procedures: In groups of three or four one student will choose a picture card and try to describe it to their group using There is/There are statements. The listening members will try to draw what the student is describing. After one or two minutes has passed, students will compare their art to the actual art being described. | Writing | End of class | Students will use what they learned about There is/There are statements to describe their room or a room of their house. Students can draw a picture of their room to accompany their statements. | https://docs.google.com/document/d/1q3BkX6A_MkcG4y6FUOGjtlLcCbR-snYTSoOaJbmAOLw/edit?usp=drivesdk | https://drive.google.com/file/d/1YnBGCS_wIK6IxsWzLBp-RfRyFmO2IJML/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-05-24 | Going to the Nurse | Brandon Lindsay | JHS3 | Speaking | SHOULD, SHOULDN\'T | Illness and injury | Think of examples for original version of the conversation, 5 minutes | Conversation practice | Students understand and can say the words in the conversation | * Demo the conversation with a JTE if available. * Check for understanding and give explanations where necessary. * Go through exercises at the bottom of the page. * Practice the conversation in pairs. | Original version | Students can use their own ideas in the conversation | * Write the conversation with blanks on the board. For example: A: ___________, I don't feel well. B: What's wrong? A: I _____________. B: That's too bad. You should ________________. I'll ______________. A: That's kind of you. * Brainstorm ailments, advice, and help that B will provide for the situation. * Pairs think of their own version. | Partner presentation | Students can present their original dialogue | * Students practice and memorize (depending on level and motivation) their presentations. * Partners present. | New Crown 3, p. 22 | https://docs.google.com/document/d/19ZUO1wT3mo7-XlC6QBBIL3eu6i5RRSqbQHcreGh1tDI/edit?usp=drivesdk | https://drive.google.com/file/d/1NlGIM0nSQhZd2GwphbQ3usKmZw3yC68c/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-05-24 | How's your health? Lesson 5 | Kim Stahl | Claire Yates | SHS3 | Listening, Speaking, Pronunciation, Reading, Grammar | Comparison (comparative and superlative) | Make sure the teacher is knowledgeable on the vocabulary presented. | Introduce new vocabulary to the students | The students will be able to understand and use the new vocabulary. IE heart,lungs, liver, stomach etc. | Do the exercise on page 44 for the new vocabulary. | The students will be able to complete the exercise correctly. The teacher should go over all the answers to make sure the students have answered correctly, and or corrrect any mistakes and explain any problems. | Complete the exercises on page 45. The students will use their knowledge of comparatives and superlatives to complete exercise A. | The students have completed the exercise and were able to answer the correctly. The teacher should go through the exercise as a group to make sure the students made no mistakes. If there were mistakes make sure the students know where and why the mistakes were made. | Unit 4 World English2 Pgs. 44/45 | https://docs.google.com/document/d/1eY_d6yzNYTTI8RTMzzLqCrii2XXD3oRdZ-CpbJWFq54/edit?usp=drivesdk | https://drive.google.com/file/d/15f4AJ1VIF2oK2TM2KKrmPR75rBmYykmd/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-05-23 | Shopping Dialogue | Brandon Lindsay | JHS3 | Speaking, Grammar | Modals | Shopping | Think of examples for original version of the conversation, 5 minutes | Conversation practice | Students understand and can say the words in the conversation | * Demo the conversation with a JTE if available. * Check for understanding and give explanations where necessary. * Go through exercises at the bottom of the page. * Practice the conversation in pairs. | Original version | Students can use their own ideas in the conversation | * Write the conversation with blanks on the board. For example: A: May I help you? B: I'll take this _____________. A: All right. Shall I ______________? B: Yes, please. It's for a _____________. A: Anything else? B: Would you ________________? A: Certainly. * Pairs think of their own version. Use the examples in the textbook for ideas if necessary. | Partner presentation | Students can present their original dialogue | * Students practice and memorize (depending on level and motivation) their presentations. * Partners present. | New Crown 3, p. 48 | https://docs.google.com/document/d/1ahRc3O7p-QMD_6Tdsh84VEnkNrcUVeGz6HB14_PbhzE/edit?usp=drivesdk | https://drive.google.com/file/d/1_s35i2uJp_XC9VyK4O6yBq38IKtR7xpx/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-05-23 | Vision Quest L4 | Kitty West | SHS1 | Listening, Speaking, Pronunciation | OTHER | Consonant pronunciation | About a hour, making extra materials and printing it all out | https://drive.google.com/open?id=1claWH6-HZVFwqU8PSYCXv77Xxj3n7Occ | Christian the lion questions warm up | In groups of 4, students do janken, winner stands. Team exercise, I ask a questions on the material they have been studying in their other English lesson, they team members can help them. When they answer they can sit down and the next person in the group stands up. Which team can get the most points? | Vision Quest L4 conversation. I demo with the JTE. Get students to repeat, practice in pairs, then group popcorn reading | When they have finished each time they can sit down. | See if they can remember the mouth positions for the exercise I did last week (B/M, V/F etc.) Practice them for a bit. | Move on to the consonant pronunciation practice. Students listen and circle the words they hear (they can look at my mouth for clues) | I go over the answers and explain certain letters to be careful of (L/R, Shi/S) | I teach them Sit/Shit and Clap/Crap. Although I'm teaching them bad words, I do know that we are more likely to remember bad words. So if they know them, they won't make a mistake by confusing them in school work. | I explain the difficulties with learning Japanese pronunciation. The らgroup, the つsound and the りょsound. And me having a old student called Ryota Tsurumi. Difficult times! | This is a good end to the lesson, showing them I am struggling just as much as they are. It's good to bring some comedy into the lesson | Vision Quest Lesson 4 page 23 | https://docs.google.com/document/d/1AmiXchh5yWneOZxtej4RaPR0ba2L_i2Ethg1Vocb0ZY/edit?usp=drivesdk | https://drive.google.com/file/d/1EG8PsnK3VUxxVUfQ1Se4LPcqQHc0EsSv/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-05-22 | Essay writing | Kitty West | SHS2 | Writing, Grammar | OTHER | Essay writing practice for Eiken 2 | It took about 1 hour | Eiken 2 story board practice. Explain the storyboard to them. Point out the importance of feelings, using all English written etc. | Students pair up and practice explaining the story board for 10 mins. | Give the students an essay I wrote using the common mistakes they made in their last essays. | Students in pairs try to find the 12 mistakes. After about 10 mins go over the answers making sure they understand the mistakes Give them their essays back to look at the common mistakes they made | Give them a new essay to write, "School uniforms are necessary" | Give them the remaining time (about 25mins) to write the essay. They could use their dictionary or discuss with their friends. But has to be finished by the end of the lesson. | https://docs.google.com/document/d/1vbk3lLvYDksTcFbIuxQmzRYV46WDwQyQMUl3R0fNFdI/edit?usp=drivesdk | https://drive.google.com/file/d/1RQsgloVXv6HIEP2KSBuTuSM1Q5y7ipTT/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-05-21 | Q and A Comparatives and Superlatives Lesson4 | Kim Stahl | Claire Yates | JHS3 | Listening, Speaking, Pronunciation, Writing | Comparison: Comparative adjectives and structures | Comparison: Superlative adjectives and structures | Some time will be needed to prepare the questions and answers. | The teacher will write 10 questions using superlatives on the board and have the students write the questions and answers in their notebooks. | The students were able to answer all ten questions correctly. | The teacher will write 10 questions on the board using comparatives. | The students will have answered all the questions correctly. | The students will break into pairs and both ask and answer all the comparative and superlative questions. | The students are able to ask and answer questions with confidence. | https://docs.google.com/document/d/1IqRWRqi4OQaBrNJhiPowUmLpTXfBPO42hSJTiZdDChM/edit?usp=drivesdk | https://drive.google.com/file/d/1CZI7y5MZPC7_RdBIKv-kTSRTJt-Z2zEn/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-05-20 | Essay writing 2 | Kitty West | SHS2 | Writing, Grammar | OTHER | Essay writing layout | about an hour to write up and print out | Eiken 2 story board practice | Go over the need to use all the English, character actions and feelings etc. Teacher gives demo. Students pair up and practice for 10 mins | Give students a short essay I wrote using all the common mistakes from the previous essay practice. | Students, in pairs, try to find and correct the 12/13 mistakes. 10 mins. Correct as a class, teacher explains mistakes. | Teacher gives students their marked essays from last week back. | Remind students that, although the essays were very good, they need to be longer with more details to fit the 80~100 word quota. | Give the students a new essay topic. (Are school uniforms necessary?) | Quickly go over the question, make sure everyone understand the topic. The rest of the lesson is spent writing the essay individually. | https://docs.google.com/document/d/1WZfPGqPTqBpTTpVqNsJkT0BHeSdjK9QCDi96cwq5L-U/edit?usp=drivesdk | https://drive.google.com/file/d/1Gjk1-fyMj8nJe5VP7yCP_Ar2GHJLFgTD/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-05-19 | Verb and Question Review | Joe Perri | Dan Skinner | JHS1 | Speaking, Pronunciation | Verb phrase | Questions (interrogative) | Bring large picture cards, prepare visual vocabulary/phrase cues, confirm students have individual cards. | Greeting/Warm-up | Students answer warm-up questions about feelings, day, date, and weather asked by the ALT. | Picture card/Dialogue Review | Looking at picture cards, students will respond to "Who's this?" and "What's this?" questions. Students will say memorized script matching the picture card. | If students are having trouble, have them repeat after you. | ALT leads verb phrase karuta game. | Students will spread their own cards on their desk. They listen to the verb phrase said by the ALT and find the card on their desk while repeating. | If a student doesn't have/forgot their cards, have them share with the person next to them. Make sure to give students enough time to find the card and repeat several times. | Gesture Game | Take volunteers or choose a student to come up to the front. Student performs a gesture that they want to do and the class will pick the appropriate card. Student at the front says the answer after set time limit. Class repeats. | Time limit should not be more than 20 seconds. ALT can confirm pronunciation when necessary. Repeat until time finishes. | Grammar Review | JTE will briefly review grammar from previous class. Students use verb phrase on the TV to make a complete sentence/question. | Be ready to answer questions from the JTE. | https://docs.google.com/document/d/1v4NUObKpbtT1nE3VVdJH2om4ws9_lBU0b_AolY_1umQ/edit?usp=drivesdk | https://drive.google.com/file/d/1Z9tDw8j-5jQ9d1QXAcUJ9keAxX-Laamu/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-05-19 | Making questions - Review | Jeff and Kitty | JHS1 | Listening, Speaking, Reading, Grammar | Verb patterns | bring textbook and cards, talk with teacher 20-30 min prep | Greetings, day, date, weather | Answer the question in full sentences | Sentence review using picture cards | All students elicit the full story related to picture cards with characters names. | Verb karuta, students put their own cards on their desk | ALT calls out the verb (x3) and student find the card while repeating the verb 5 times | Bring up each verb on the screen and get students to make a sentence with it. | Using WH questions, the JTE says the sentence in Japanese and the students translate. Each student says the full sentence individually. | Verb Bingo. Each student given a bingo sheet with a different verb in each box. | Students go around the class asking others a question using the verbs. If the answer is Yes, they they circle it. No, try again. Make a line, give them 10 mins. | OR: Each student given a verb card, asks another student a question using the card. When both have asked and answered their questions, swap the cards. | Students who have swapped 5 times can sit down. | New Crown 1 | https://docs.google.com/document/d/1Na5PLA_ydnAdPNmf5n7-KuR-C4vyKieI2ZCpyxefcNA/edit?usp=drivesdk | https://drive.google.com/file/d/12qR0aEaQqsSFci-mlZ4mx3hVO-C2koh3/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-05-19 | Routine Tasks | Brian Perry | Palmer Attias | JHS1, JHS2 | Listening, Speaking, Pronunciation, Reading, Grammar | OTHER | Routine tasks leading into Wh questions | daily activities | 1 hour | Use story cards in order for the students to perform the conversation from memory. | The students are able to remember and say the conversation from the textbook utilizing only pictures showing the story. | Teacher to say various words or phrases and the students will listen and find the vocabulary/phrase cards and repeat the correct phrase multiple times. | Students are capable of finding the correct card and demonstrate the correct pronunciation and fluency for the appropriate card. | Show various routine/task phrases and have the students demonstrate correct pronunciation and grammar changes to Do/Wh~ questions. | Students are able to show correct pronunciation for various tasks and are able to understand how to utilize correct grammar usage with such routine phrases. | https://docs.google.com/document/d/14v28BAnXmWdsUZjt7dnF4Eo26wgVADLi-XCRxOCxIlw/edit?usp=drivesdk | https://drive.google.com/file/d/1EXxaNGYkO27NOP_8KkNQljo5o5Ia1Kmh/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-05-19 | Workshop Task: Resource Video | Linda and Chris | Training Workshop | JHS1 | Listening, Speaking, Pronunciation, Reading | Vocabulary and Questions | Pronunciation, listening and repetition | Question words | Homework | Word Cards and Picture Cards | Review of previous dialogue | All students are able to produce dialogue | Procedures of how to do activity: Students will be shown cards that show scenes from the previously studied textbook dialogue. Students will be first asked who the characters are and what objects they are holding. Students will try to produce the exact dialogue used in the textbook without looking at the textbook. | Words and vocabulary cards | The class was able to repeat answers accurately. | Procedure: Students place a number of word cards and listen to the ALT and flip card while repeating the word. | Grammar explanation led by the ALT | All of the students were able to repeat the question individually with accuracy. | Questions were presented to the students and Japanese translation was provided then students practice saying the questions as a group and individually. | Producing Questions | Being able to produce questions with little or no help. | Students will be shown a framework of a question based dialogue on the board. "Do you.....?" "Yes, I do", "No, I don't". "What....". Students will be provided with topic cards to help them create this dialogue. In pairs, students will shuffle a set of topic cards and draw one. Together they will try to create a question using the provided topic and framework. Students will practice original dialogue together. When finished, the students can draw the next card every 2 minutes students will change partners. | https://docs.google.com/document/d/1kA2xIMnv3yV1xWGDB4UuQxiyd-FdW-UZzaPB4BD9a1U/edit?usp=drivesdk | https://drive.google.com/file/d/1neDOiwsVDc4RTbwbQt7Po77wejsQxPpM/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-05-16 | Direction Dictation | Jason Packman | Brandon Lindsay | JHS2 | Speaking, Pronunciation, Grammar | Prepositions of place | print out the papers, have flash cards ready | https://drive.google.com/file/d/1-SVSd1eLJCCcAa5ynTTzpkiOkt6AFRZE/view?usp=sharing | Review Directions | Students can understand directions | Put the photos from the previous class on the board in a map like grid. Have students review the names of buildings. Ask them what is next to, behind, in front of, etc. Then introduce go straight, turn right at the corner, turn left at the corner, etc. Elicit one or two examples of directions around the neighborhood. Write those on the board and chorally repeat. | Dictate a Dialog | Students have written the following dialog in their notebooks after listening to it. | A: I'm going to exercise after school. Is there a gym nearby? B: Yes, it is behind the Matsuya. A: Can you tell me how to get there? B: Sure. Go out of the school and turn left. Turn right at the corner. Walk straight A: until you see the Matsuya on your left. The gym is behind Matsuya. B Thanks so much! | Students present the dictated dialog to the teachers | Students have completed two dialogs with their teacher | Students are told they need to memorize and present the dialog in front of their teacher. When they finish one dialog, they are told they need to make a new dialog about the convenience store. They can take break when they finish two. | ||||||||||||||||||||||||||||||||
| 2019-05-16 | JHS1 Lesson 4 - What do you like? | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Writing | Questions and short answers | Print question sheet, one per student. | https://drive.google.com/open?id=1TgGlcU9OHUuOv9GZBC2REOu3CEMo64t9qh3-p4_sjKo | Greet the class and warm up. Give them some feedback on their speaking tests. Quickly recap some of the time vocabulary that they were taught before the mid-term examinations. "What time is it?" | Students have warmed and have had some feedback about the tests. | Introduce the new conversation challenge, page 61. Teach them how to politely ask for someone to repeat themselves. Rather than an "Eh?" "Uh?!?", they can now use "Pardon?" or "Excuse me?". Go around the class and ask them "What is this?" Wait for their answer. "Pardon?" Get them to repeat themselves so that they understand why it is being said. | Students understand the new vocabulary. | Model the conversation with the JTE. Have the students close their textbooks and repeat the dialogue. After that, answer any questions that they might have. Students can then practice with a partner before presenting to the rest of the class. | Students have completed the conversation practice. | Go around the classroom and ask some questions. This will build up to the activity. "What ______ do you like?" Put a few choices on the board. Animals, sports, games etc. Tally up the names to see which choice is the most popular. | Students have had a chance to answer some simple questions. Names of students are tallied up on the blackboard. | Present the activity worksheet. Students will walk around the room to find out what the other students like. This time, we will use food and animals as the two examples. Monitor the class and make sure that they are communicating rather than just tallying the names without asking a question. | Students have completed the activity. We can now find out what is the most popular in each category. Ask a few questions based on the activity to recap. | New Treasure page 61 | https://docs.google.com/document/d/18znww0EcIpXDTgwUEJo0NyMtu--Xz-dILry_3xdavRs/edit?usp=drivesdk | https://drive.google.com/file/d/1e2LkpI6jcn8R7io-7fwIRfEZmQBMGCsE/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-05-16 | Summary test | Kitty West | Mr. Sato | SHS1 | Speaking | OTHER | Summary skill | zero - I'm doing what the teacher is telling me to do. | Quick warm up | Student pass a bomb toy around the room to music. When the music stops, the student with the bomb has to answer one of my questions. | Students come one by one outside and summarize the story of Christian the Lion | I mark them based on their summary skill | Keep doing the test | Hopefully I will finish in two lessons | Element - Christian the Lion | https://docs.google.com/document/d/1Wcc49-XCdLlnUu1PwL9h4pyTsqt6xmpwFHCFHnxPEiM/edit?usp=drivesdk | https://drive.google.com/file/d/1bNA83aULSiw34Ln-m76BrfvuKCGd7yYg/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-05-16 | Discussion lesson | Kitty West | Mr. Matsuzaki | SHS1 | Listening, Speaking | NONE | It's team teaching so we discussed it together for about 30mins | Pronunciation (/th/ - think) | Mention the importance of the /th/ sound. Too many people make the mistake. Good pronunciation, better sounding English. | Short discussion about zoos, what animal do you like to see the most at zoos? etc. | get some answers from students and move on. | Students listen to the audio, what is the main idea of it? | Get some ideas, what words did they hear etc. Audio again. | Put up new words from the audio and explain in English | Answers written up, audio one more time | Give the students the audio script | They read to themselves | Discussion | Zoos are not necessary any more. Agree or disagree? | https://docs.google.com/document/d/1uMtRVD6AAJMAKazLRCF_u6EUk3bAmpcScxQZ4ufGgrU/edit?usp=drivesdk | https://drive.google.com/file/d/1XDLIaEG7qmiBMxu6_DHS7u4e4kN82SNV/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-05-15 | Small Talk 2 | Kitty West | SHS1 | Speaking | NONE | Small Talk | about an hour? | Pronunciation practice (/r/) | Explain how important the l/r sounds are and not to mix them up (rice/ lice, clap/crap) | Quick review from the lesson before Golden week with a handout. Turn over sheet and from the list of topics, which ones are appropriate and inappropriate for small talk | Once most groups have written their answers, we watch a video to see example of the questions in actions. They get the answers from there. | Video: https://www.youtube.com/watch?v=aSZ_eLxuLAs | They have to choose 6 of the topics and write a sentence/question for them, (e.g. Weather - It's hot today, isn't it?) | Janken in groups, winner and loser stands up and gives me an example for each topic | In the last 5 minutes we use imagination. The group is stuck in an elevator, they have to make small talk. | Walk around and check on them | https://docs.google.com/document/d/1529XkWeyk6V19n295uVy3BhbOhFb6-_xjmViwXQqKm8/edit?usp=drivesdk | https://drive.google.com/file/d/1gjCwx39HGDFJPWeDIE8wE9lWuagLL_mW/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-05-15 | Vision Quest Lesson 3 | Kitty West | SHS1 | Listening, Speaking, Pronunciation, Reading | OTHER | Pronunciation is the focus | It took about 1 hour to put the lesson together | https://drive.google.com/open?id=1MXTKU9F4cBDiJgMeHckeWpgF2ydGcrMF | Warm up - Pass a bomb toy around the room to music. When the music stops the student holding it has to answer my question. | I got to ask 10/15 questions to different students. | Model conversation with students | Students read many time including backwards followed by T & F sections. | Separate paper handout, match the mouth positions to the letters. | After going over the answers, practice the sounds with the students (B/M, V/F, L/N, R/W, TH) | Listening exercise, there are two words (Heart/ Hurt), circle the word the teacher says. | Answers on board, go over most difficult ones with the students, then practice each word a few times | Vision Quest pg 17 | https://docs.google.com/document/d/1s8qFviLCdzQfB2XsNs8XCQv1GOrP_S_Eyjaenm225Vs/edit?usp=drivesdk | https://drive.google.com/file/d/1AtfoKdFe3C4aT4MiCemxJKMc7F8PJn-D/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-05-15 | Infinitive Plus “to” | Stuart Dalziel | JHS3 | Speaking, Writing, Grammar | Infinitive structures | Print common errors worksheet | https://drive.google.com/open?id=1vokYvDpDr1-_xrD0RP-o1sPxvfpKMC5w | A-Z Free Time Activities“What can we do in our free time?” boarded. A – Z boarded. Chalk distributed. Ss must come to the front and add one free time activity beginning with each alphabet letter. Pass chalk after answering. Note: every answer must contain an infinitive verb. | Most letters have an answer | ConversationSs carry out the following conversation in pairs:A: What do you like to do in your free time?B: I like to _____________________ | pairs finish speaking and one or two examples performed to group | Cline of enjoymentTeacher boards five faces from very happy to very upset. Elicit Love, like, neither love nor hate, dislike, hate and label the faces. Ss copy into notebook | Ss have copied into notebooks | SurveysStudents write one “do you like to -----?“ question above their smileys.They then ask it to classmates . Classmates respond “I ------ to -------“. Student marks a tally point next to the face that corresponds to the response given.After student has asked ten people they then write a summary sentence underneath: “most students in this class ------- to ------“ | Note: Whilst this is going on teacher preps boardwork for next stage (below) | suitable time has been allocated for speaking | Common errors presentationSs told that today’s essay focus is common mistakes made by students. Following boarded and briefly discussed (maybe board the EG first then ask what wrong with it).SS split into groups of 4. Essay on free time activities with deliberate mistakes distributed. The number of and classification of mistakes are listed below. All students have to do is find the mistakes in the essay and which classification of mistake each error belongs to. | bell rings / worksheets completed and checked as a group. | https://docs.google.com/document/d/12TlAUUlstk7u82gqE0s3wBCxwzSNNZce7PP13uJeJOw/edit?usp=drivesdk | https://drive.google.com/file/d/1UE6cEO0LQFs6PDduN3I1-tdtzxA2U9Ii/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-05-15 | Inventions Project (Part 1) | Necole | Mae | JHS2, JHS3 | Speaking, Presentation Skills | OTHER | To introduce the project, I used PP, so you'll need access to a PC & TV in the classroom. | https://drive.google.com/open?id=1k3vHrO4P1BVWSImvk9QY9529HtPN2vkk | Introduce inventions by going through the slideshow. | When understanding is clear. | Throughout the slideshow, you can stop and ask questions about each slide. | For example (ask students to point out popular inventions around the classroom) | When understanding is clear. | When introducing the "funny & strange" inventions, call on random students to ask if they think the invention is good or bad and why. | When understanding is clear. | Introduce their project. | When pairs or groups have been established. | I've decided to make this a poster presentation, however in previous schools, I had the students make actual inventions using recycled materials (which I think is best) The poster project is an option to make an advertising poster about their invention. | https://docs.google.com/document/d/1XAEpljfVr754MXbJpCfsSiii0fc0MGLboq4GqeK6kxA/edit?usp=drivesdk | https://drive.google.com/file/d/1CjyIkeX7yajpKwqSOT9e7s7P-2fEygZU/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-05-15 | Partner Introduction Presentation | Brandon Lindsay | JHS3 | Speaking | OTHER | Descriptive clauses | Partner introductions | Print evaluation sheets for each student, 10 minutes | Practice time | Students are ready to present | * Give students a few minutes to refresh their memories. | Evaluation sheets | Students understand how to evaluate their peers | * Hand out and explain evaluation sheets and explain the criteria they will be judging, using JTE if necessary. | Presentations | All students have presented | * Pairs come up to the class and introduce each other to the class. Audience evaluates their performances. | https://docs.google.com/document/d/1fsc0-tfXs5R6KJk7q683GSoO8BMN3Gcxjc0kZH6gzmA/edit?usp=drivesdk | https://drive.google.com/file/d/1fz4Tus6RAu7uxBaw_4P4Fkpl2UogcvsW/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-05-13 | Essay writing intro lesson | Kitty West | Sean | SHS2 | Writing, Grammar | OTHER | Reported Speech (Indirect speech) | Learning how to write an essay for Eiken 2 | 1 hour and 48 printouts | Warm up exercise | Students ask 3 people how their Golden week was. Finished? Sit down. | Eiken 2 storyboard 10 min practice | Explain important detail, pair them up and go around helping if necessary. | Get students to think of important vocab for the short essay. | In pairs get the students to think and give some ideas. | I (don't) think that ~ I have two reasons. First, Second, So... because... Because of this, I (don't) think ~ | Go over OREO | They should know it | O - Opinion R - Reason (x2) E - Example (x2) O - Opinion | Put up an easy essay title on the board and get them to think of reasons for or against the topic with examples in pairs (Dogs are better than cats) | Some answers are on the board | Students spend the rest of the lesson writing the essay. | Completed ones are handed in, otherwise it is homework. | https://docs.google.com/document/d/1TXuwXO1rZ1flphjdqQZzDBh_Fb8cTw9TEv3-0cfXQnU/edit?usp=drivesdk | https://drive.google.com/file/d/1XTR09ngfMUBZuqv_NNVIHHNAPpEoMDJV/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-05-12 | Quick Opinions (with reasons) | Leigh Bitossi | SHS3 | Listening, Speaking | Stating an opinion. | Explaining your position with reasons. | OTHER | This activity is very closely related to "Elevator Pitches." It's a speaking activity where students need to state their opinion on a fairly simple question and back it up with three reasons. | I use a list of questions like; "Which is better, .....the beach or the mountains/summer or winter, uniforms or no school uniforms/ reading or playing games/school on Saturday, or no school on Saturday/learning English or learning French (my school also teaches French)? Etc. Of course, you can also call on students to give question ideas. | Elicit what an "opinion" is. Pretty clear-cut, but it's necessary to go forward. Then, write a simple question on the board, "Which do you prefer, apples or oranges?" Explain that it's common to give an opinion with "I think (apples are better)." You can also teach alternatives like, "In my opinion...." This depends on the level of the class though. | When students understand what an opinion is | Reasons. Explain that it's not enough to just state your opinion, because, of course, conversation is based on elaboration/giving reasons. In this activity students are going to give 3 reasons for their opinion. It is key that the three reasons need to be varied. For instance, "I like apples because, they're easy to carry, they're usually cheap, and they're good for our health. These 3 reasons are all quite independent. Something like, "I like apples because they're delicious, they're sweet, and they're juicy" would be too similar and isn't "good" conversation. Use the apples or oranges question, or some other new question, and ask everyone to write down three reasons for their position. Afterwards, call on students at random to give their opinion backed up with their 3 reasons. | When everyone has stated an opinion backed up by 3 varied reasons. | Pair Work - Opinion stating with reasons. Pair students up and use "which is better?" questions on the board to make them give their opinion backed up by 3 varied reasons to each other. First, give everyone 20 seconds or so "thinking" time to come up with some reasons, then give 1 minute talking time to deliver "I think X is better than Y because, 1, 2, 3, so, X is better than Y." After each 2 minute speaking session, make everyone find a new partner, and repeat. For an extra challenge you can either shorten the thinking or delivery times.. | When students can give their opinion backed by three varied reasons to a partner in one minute. | https://docs.google.com/document/d/1VVzecklRjSQsIpBpljNICp7YikhVJ-_-H9cUu1Al8GE/edit?usp=drivesdk | https://drive.google.com/file/d/1NcVmgaaoO5eAy-nFVLeO7JspUFgbP_l1/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-05-09 | Simple Present Verbs | Brian Heilenman | Adam Strauss | JHS1 | Listening, Speaking, Pronunciation, Reading, Grammar | Verb tenses | Verb patterns | 15 min; Worksheets, pencils, erasers, dice etc. | https://drive.google.com/open?id=1fyEINOskDjQdfUTRL99t9KjRUrOqMysJ | Introduction | Finish the weekly schedule | Introduce the verbs study, go, do, play practice and the weekly schedule giving examples of using those verbs in sentences. | Asking questions #1 | Time limit or pair work is finished | #1 Activity: Ask questions and give answers according to the information on the paper. If the picture is crossed out then give a negative answer according to the question. | Asking questions #2 | Time limit or After game is finished | #2: Roll dice 2 times and ask a question according to table. Give an answer based on the information in the table. | Asking play/study/practice #3 | Time limit | #3: Take turns asking classmates around the room one of the 3 questions about play/study/practice. Try to make a 4 sentence answer based on the structure of the example sentences. | https://docs.google.com/document/d/1ReXbX2LCGRIerGZTBX0BslvjEsN7f3oCyVrzEtyqne4/edit?usp=drivesdk | https://drive.google.com/file/d/1qxSRXhS5UkRUCi97ukYruOkeZXojPyNH/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-05-09 | Map Directions | Brandon Lindsay | Jason Packman | JHS2 | Speaking | Prepositions of place | Map directions | Print out the maps, 10 minutes | https://drive.google.com/open?id=1954SYWkvIgRnxurX3WmZO4ZpybBz4z4b, https://drive.google.com/open?id=1gJ3PAzRQKENDbtbGy7YcJP27QZ8xCePj, https://drive.google.com/open?id=11hQ0X6Gsh5uJvqsPwndtI2CJo8LRBJ-H, https://drive.google.com/open?id=1nNsCqYO5L2VHOrwA8-oR_kc-Ibuu8Tmh | Quiz | All students have finished the quiz | * Write three review q's on the board, such as: I'm going to drink coffee at the coffee shop. I'm going to eat lunch at the restaurant. I'm going to read books at the library. * Have students practice them for a couple minutes. * Have each student listen and repeat. Grade out of ten points for accuracy. | Intro maps | Students can talk about map locations. | * Review building names. * Introduce/review next to, across from, behind, in front of. * Gradually draw a map and elicit locations with prepositions of place. e.g. Where is the library? It's next to the museum. * Drill some sentences together. | Map worksheet | Students can ask and answer questions about maps. | * Students make pairs. Each student gets an A or B map with blanks on their maps. Student A asks B, Where is the _________? B answers, It's ______ the _____. Then they switch until both maps are complete. | https://docs.google.com/document/d/1KNZrSClKKxoszXvq7OJXc8ofxMHJMQ3vdKSvaSOO9j8/edit?usp=drivesdk | https://drive.google.com/file/d/1DUFVMOhQFCPaWOq8pW4ubS_NCh2fD63K/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-05-09 | Pop Culture | Adam Strauss | Brian Heilenman | JHS3 | Listening, Speaking, Pronunciation, Reading, Writing | OTHER | Work sheet attached | https://drive.google.com/open?id=1UEA9JfVeVtnN3yTq3NMqUkHIoSMmWrsS | Introduce Pop Culture. Ask the students if they know any Japanese pop culture examples | When intro is complete | Students choose 1 example from each category and explain the pop culture | When all items have been talked about | Students roll the dice and ask questions according to the number | When all questions have been asked | students ask and cross off questions about Japanese pop culture | When all questions have been asked | https://docs.google.com/document/d/11ZXTnmso9dUSiu0v3ET3fqTgKnbyq9kHL5j3J_Vl_EM/edit?usp=drivesdk | https://drive.google.com/file/d/1LEE0FdS_8JjiGEtZx6uJI9vlyzD7gpJm/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-05-09 | Getting Used to English - Phonics, Days, Months, Numbers | Joe Perri | Claire Tsukashima | JHS1 | Listening, Speaking, Pronunciation, Reading, Writing | OTHER | Focus on common expressions/question that are used every class and how to answer, phonics, numbers, favorite ~ | Building Blocks to giving a Self-Introduction Speech | 2 hours. Vocabulary flashcards, worksheets, and supplemental games. | Introduce students to phonics and the sounds letters of the alphabet make | Students understand that each letter has a sound it makes. Gradually able to connect the sounds to read short words. | Practice months of the year, ordinal numbers and how to ask "When's your birthday?" and how to answer. | Students interviewed their friends about their birthdays using the target language. | Practice numbers 0-100 as a class and link numbers with math (plus, minus, equals) | Students are able to say any number from 0-100 and can do simple addition and subtraction. | Focus on the pronunciation difference between 13, 30, 14, 40, 15, 50, etc. | Give each student a celebrity/famous person card with an age on each card. Practice and have students interview each other asking "What's your name?" and "How old are you?" | Students are able to ask someone's name/age and answer. | Review fruit and animal names and introduce and practice "What's your favorite ~ ?" using fruits and animals. | Students can say what their favorite fruit and animal are. They can also ask someone what their favorite ~ is. | Use the answer pattern ~s are my favorite animal/fruit. | Explore Our World 3 Unit 0: p. 2-5 | https://docs.google.com/document/d/1uC6gIwwW3rIlnXnoI8BI4RNI4UjVVNPCQ14LsU_RTJE/edit?usp=drivesdk | https://drive.google.com/file/d/1ewIisYs6_Oi3ioY-14W2-ZIUR2zIPYQL/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-05-09 | Ordering a Meal, Restaurant Role-Play | Joe Perri | Brian Perry, Claire Tsukashima | SHS2 | Listening, Speaking, Pronunciation, Reading, Grammar | Formal and informal English | Countable and uncountable nouns | Ordering a Meal | 1 hour | Students write down their 3 least favorite foods and interview each other. | Students ask the teacher how to spell different foods, are actively interviewing and listening to classmates, and reporting their results to the class. | Listen to a conversation between a waiter and customers at a restaurant. | Students listen to the conversation several times and write down what the customers ordered. | Listen to the conversation one more time. | Students listen to the conversation again and pick out who said certain phrases. | Listen to restaurant phrases in full form and reduced form. | Students are able to hear the difference between slower, properly pronounced restaurant phrases (full form) and faster, more natural sounding phrases (reduced form). | Students do a restaurant role-play following a script and a menu as a class with the teacher, in pairs, then in front of the class. | Students are able to have a restaurant conversation using polite English phrases that both a waiter and customer use. | World English 1 Unit 4: p.46-47 | https://docs.google.com/document/d/1SCCKSJqYvZZ-2mew0hxQ-2bvYaTxymHb9zpB7-tbu5M/edit?usp=drivesdk | https://drive.google.com/file/d/1ZgvtsfTPpZdoRBEkGuq5NH_zliFaDgf7/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-05-08 | Vision Quest L2 | Kitty West | SHS1 | Listening, Speaking, Pronunciation, Reading | OTHER | Pronunciation/ Intonation - rhythm | About 30 mins - printing handouts and cutting up a sentence per team. | Warm up - bottle game | students pass the bottle using their wrists saying a colour when they pass it | reading activity | after usual pair work reading, read upside down | Rhythm exercise | Give them an example then get them to try on the sentences I handed out. | Put a sentence back together | Students complete the activity and then try to figure out which word is stressed in the sentence. | Vision Quest L2 pg 9 | https://docs.google.com/document/d/1tLxKfpSJmIZq1ZEqxOA16AL5-bM84zCX4RDunEIpLLM/edit?usp=drivesdk | https://drive.google.com/file/d/196xN6v_aV_MbTHUJHYxohYjnJRu7l6x8/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-05-08 | Present perfect Modals for guessing about past | Stuart Dalziel | Jenny Willett | JHS3 | Writing, Grammar | Modals | Print essays, board example essay, print A3 pics and collate picture booklets. | https://docs.google.com/document/d/1XWTxQKEFWb678mGLyRJTNpqukXGRAyCss9c15PIw3Jg/edit | The following cline of probability reviewed:MUST > PROBABLY (BE) > MIGHT > MAY > MAY NOT > MIGHT NOT > PROBABLY (NOT BE) > CAN’T | Students sufficiently refreshed on prior grammar point | New Grammar. Ss reminded that last week we were guessing probability in the present. Told this week we will learn how to do it in the past:SUB + MODAL + HAVE + V3 + OBJECT (Note: don’t teach this meta language of course unless the group are high level, use examples).Asked to guess about what the teacher did during Golden Week using “You may have V3 OBJECT” | Guessing game completed. | Optionally, drill again with other modals including negative ones. | CONVERSATION PRACTICESs practise the following guessing dialogue: A: During Golden Week you MODALB: Yes that’s right / No try again. have V3 OBJECT. | A and B have swapped roles | GUESSING BOOKLETS. Ss split into teams of four. Each team given the A3 handout. Asked to reflect upon what may have happened in the first picture as a class. Stress that we are guessing about the past (the events leading up to what we see in the image). Ss then told to do the same for remaining pictures in their group, writing the answers in one student’s notebook. A few example answers elicited as a class after activity seems to have run its course. | Answers checked as a class | CONCLUSIONS BREAKDOWNSs told that a conclusion usually summarises the essays content (easy) and adds a final thought or reflection (harder). “In summary / In conclusion” is a useful stock lead in.A sample essay regarding what might have happened in one of the picture prompts given with conclusion. Ss asked to identify the summary sentence and the final thought.A couple of further sample essays based on the picture prompts given out, but this time without conclusions. Ss must add an appropriate summary and, if possible, a final thought. | Bell rings (if you even get this far) | Booklets and A3 pictures available from Jenny Willet's SHS1 "Modals" plan Jenny Willett's | https://docs.google.com/document/d/1Z8slmSElk8LPB4bhBdqehNMRhEJuA_bJzGdHcCCWimM/edit?usp=drivesdk | https://drive.google.com/file/d/1xstS1eGWn2WawoCaUM7mj2mH58odMbFp/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-05-03 | Passive Voice - Sports Quiz. | Leigh Bitossi | JHS3, SHS1 | Reading, Grammar | Passive voice or active voice | Sports. This (supplemental) lesson was made as an extra/supplemental activity at an all boys school and to no surprise, sport is often the main topic of conversation that comes up here. | Print out a copy of the worksheet for everyone. Only takes a few minutes | https://drive.google.com/open?id=1Aeg7vTv5_eWvoTVtZqfYTHI4n02Z1ZgA | Review passive and active voice. My previous lessons on passive and active voice have suggestions for this. Again, this is a supplemental activity, so it's not really a stand-alone lesson. However, make sure everyone is ready to go with active vs passive before going into this. | When everyone can demonstrate use of the passive voice vs the active voice. | Pre-teach some potential sports associated vocab/verbs. Elicit some verbs associated with various sports. Common actions such as, hit, hold, throw, win, lose, etc, etc. Write them up on the board. | When you feel you've got a pretty extensive list of sports associated verbs and other vocab. | Do the worksheet. As an extra challenge, put the sentences into active voice as well. Again, there are so many ways to do a worksheet activity. It can be a team activity, it can be done as a dictation, students can write answers up on the board and peer-check, etc. | When the worksheet is complete. | This is based on the unit from "Progress in English" Lesson 6, Passive Voice | https://docs.google.com/document/d/1tl2xVgXk5xUZImVsGj3Wm111dM5C4W6NsZ1MNZ_lqS8/edit?usp=drivesdk | https://drive.google.com/file/d/1TE5K57EWbkA733corgvx55IaSrvvZCU2/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-04-25 | Japanese Cuisine - Listening comprehension | Kitty West | Mr. Matsuzaki | SHS1 | Listening, Speaking | OTHER | Listening | 1 hour prep | Pronunciation exercise (/l/) | Everyone said the sentence correctly | Ask students questions about Japanese culture | Make groups and they eventually give some answers as groups | ALT reads a speech about Japanese cuisine. Students listen. | What is the main idea of the speech? Students think | ALT reads once more and gives students questions | Give the students a copy of the speech and get them to answer the questions | https://docs.google.com/document/d/1MxWKmrg3vsvKkXjkN8rjvivfpwk-gxzAQ-HcEOxsCOQ/edit?usp=drivesdk | https://drive.google.com/file/d/1iFfhEol62eVleA6d8kXI-yxIh39f_LAV/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-04-23 | Partner Interview 2 | Brandon Lindsay | JHS3 | Writing | Reported speech: reported questions (indirect questions) | Nothing, continues from previous lesson | Finish interview | All students have finished interviewing each other | If any students have not finished interviewing their partners, they will do that next. | Writing | Students have finished writing their speech | * Students will convert their parnter's answers into sentences using the subjects he or she. * T will check to make sure everything is grammatically correct. | Memorize | Students have memorized their speeches | * Ss will memorize their speeches for the following lesson and the midterm. * More ambitious students should be given a poster to pictorialize the contents of their speech for bonus points. | https://docs.google.com/document/d/15nXCEc6xpgQKcQMvWrt6FpeuD1O2GqPHW0CBRjviMOY/edit?usp=drivesdk | https://drive.google.com/file/d/1wzVzDdOSsNQTWHWATEceTqzvOVfJi2RR/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-04-23 | Past tense regular and irregular verbs | Brian Perry | Joe Perri | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Verb tenses | 1 hour | Review Did you questions with Yes or No answers | Students understand how to ask and answer Did you questions correctly. | Discuss Regular past tense verbs | Students understand and remember how and when to use past tense regular verbs | Review Did you questions with full sentence responses | Students can respond correctly using full sentences | Discuss Irregular past tense verbs | Students can remember how to change irregular verbs successfully | Review Did you questions with full sentence responses using irregular verbs | Students can correctly answer and make sentences using irregular past tense verbs | Explore Our World 4: Unit 2 | https://docs.google.com/document/d/15LdX-nAR24LDYs3s7F-6PJvNS1Q0pOthLBtuntiG2D4/edit?usp=drivesdk | https://drive.google.com/file/d/1WdmVRt2qpipUGjN-8Oh9FIHCfMM1MSbh/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-04-23 | Modals of probability | Stuart Dalziel | JHS3 | Speaking, Writing, Grammar | Modals | Print worksheets and A3 cards | https://drive.google.com/open?id=1Wj8PGORKzY6slLDKzPwNIIbzIJc4S12H | https://www.rd.com/culture/everyday-objects-close-up/ | WHAT IS IT?Zoomed in picture boarded, students invited to guess what it is. Encourage full sentences if possible, and through this process the following cline of probability then elicited / presented:MUST > PROBABLY (BE) > MIGHT > MAY > MAY NOT > MIGHT NOT > PROBABLY (NOT BE) > CAN’T | Play a couple of times after presenting language, encouraging students to use a modal which reflects their certainty level about the answer and to give some negative examples. | WHICH COUNTRY IS IT?Ss sit in pairs. Worksheets distributed (one per pair). Large A3 versions of the pictures boarded. Ss asked to discuss with their partner which country each festival may be from, using the full range of positive and negative modals given during the first activity during their discussion. Ss write their final answers on their paper. Note: Clues can be given by the teacher if these seems too difficult for a majority of students. | Answers revealed and checked. | BODY PARAGRAPHS / FUTURE PREDICTIONSSs reminded that last week we looked at writing essay introductions and told this week we will look at how to structure a body paragraph (point, example explanation).Ss given the example essay title “how will life be different in the future”?Teacher boards an example body point that may be made in this essay, ensuring to include “point, example, explanation”. “People may take holidays into space because they want to see a new planet. For example they might visit Mars or the Moon.”Ss then invited to make 5 of their own predictive sentences, being sure to include “point, example, explanation”.NOTE: as these are future predictions students should use “will” instead of “be”. Other than that grammar remains unchanged from prior activities. Again, a range of positive and negative sentences should be encouraged. | Bell rings | New Treasures 3, chapter 2 | https://docs.google.com/document/d/1ACTDYW00gnAiTDfd4y6n3WEOPwG04Vo5Qs-rZZ3XdDU/edit?usp=drivesdk | https://drive.google.com/file/d/1fUIsKJIL4VVys6RIKi_d6pDwu5m1WYy5/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-04-22 | 2018 General News Quiz | Leigh Bitossi | JHS1, JHS2, JHS3, SHS1, SHS2, SHS3 | Listening, Speaking | OTHER | Listening and some speaking | Current events and news. All the questions are based on events that happened in 2018. This can be a good lesson for the end of term, when one class is way ahead of others, or just to break things up in the schedule. Most kids love a bit of a contest and this format tends to go down pretty well. It can be adapted to just about any age group and level. | Just print the quiz questions and go! | https://drive.google.com/open?id=11D7KMCwpHp4PYqFw7P5qN3P6Y1TeLEj8 | Divide the class into teams of 5 or 6. | n/a | 5 or 6 members works best for this. Any larger or smaller tends to cause less participation. | Write the question categories on the board. | n/a | Write the question categories on the board and underneath, assign point values starting from 10 going up in increments of ten so that the final question in each category is worth 50 points. | Explain the rules! | n/a | Tell the class that we will start with a 10 point question picked by the teacher, but the team that answers correctly not only collects the points, but gets to choose the next question by asking "Can we have .....for ....points, please? | https://docs.google.com/document/d/15dLYzOc0dwztXLf3e8dx9wJoG9CMe8BlLX_aswuhaaQ/edit?usp=drivesdk | https://drive.google.com/file/d/1hsmapTJ2iUREJzmLamWoilN3Q4wx_XPF/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-04-22 | Count, non-count, and simple present | Brian Perry | Joe Perri and Claire Yates | SHS2 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Countable and uncountable nouns | SOME or ANY | 1 hour | Ask students their 3 favorite foods and have them interview each other | Students answered successfully and interviewed each other using proper grammar and pronunciation. | Review food and drink vocabulary while reviewing food categories | Students understood the categories and displayed proper pronunciation | Discussed count and non-count nouns and completed review activities | Students understood which words were count and non-count. They were able to form proper sentences using such words. | Discussed uses of SOME and ANY in various forms | Students used count and non-count nouns properly with correct usage of SOME and ANY sentences. | World English Unit 4 pg. 44-45 | https://docs.google.com/document/d/1-KGK22JobHgGTUIYB5N3eXB9KaPqcsOrqI5-dGgl5Pc/edit?usp=drivesdk | https://drive.google.com/file/d/1QrBHd6WTsjza9m8e-xegVu3PFIWw9FMl/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-04-22 | Routine and Prepositions of time | Brian Perry | SHS1 | Listening, Speaking, Pronunciation, Reading, Writing | Present simple tense: S for third person singular verbs | Prepositions of time | Routine , Sequences | 1 hour of prep | Vocabulary check | Students understood and used the vocabulary correctly | Describe morning routine | Students listened and wrote down my morning routine using the proper grammar | Students wrote their own routine and then interview each other about such routine | The students successfully write their own routine and asked their partner for theirs. | Discussed prepositions of time and their uses | Students know when to use the proper grammar | Preposition of time activity | Students wrote the proper sentences using the correct grammar. | Discuss and review simple present tense using first and third person | Students understood how to use the grammar correctly and completed the multiple choice activity | https://docs.google.com/document/d/1Q_n1TbkpEDfpexA5GX49AweLC4X_8b-0lPZAaLx-9lY/edit?usp=drivesdk | https://drive.google.com/file/d/1ik4DRjPQXqeg-G2Zm4rsahZiEmttdKYC/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-04-22 | J1 am, is, are | Chris Bridgeman | Lawrence Tran | JHS1 | Speaking | BE (auxiliary verb) | Quiz Sheets | Review of Phonics | Students are able to understand and complete the activity | Procedures: Students will review the phonics activity from the previous lesson and try playing in groups. | Introduction to be verbs | All students can try one speed question | Procedures: Students will listen to a simple introduction to be verbs, their basic meaning, and how they are used. Students will then stand and try to shout the correct verb for various subjects. | Guess What | All students try the guessing and hint giving role at least one time. | Procedures: Each student will have a post-it note with a food, classroom object, or well known character on it put on their back. Students will use “Am I~” questions to get information about their post it note from their partners. Partners can answer questions and also give their own “You are~” hints. When finished pairs can come get a new note from the teacher and continue the game. | Three Hint Quiz | All students are able to create at least one quiz | Procedures: Students will try to create their own “What am I?” quiz using a provided worksheet. Fast finishers may create an additional quiz. These will be collected and used as a review of be verbs in the following lesson. | https://docs.google.com/document/d/12PH6USe2kS44A26XBsfNM-9BXnZ8mGyfTqoqNmNVgSs/edit?usp=drivesdk | https://drive.google.com/file/d/1DtG1CbKZYY01vj3UIeWqiqWX6aDNmx5A/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-04-22 | Explore Our World Unit 1: Wonders of the Sea | Claire Tsukashima | Joe Perri | JHS2 | Listening, Speaking, Pronunciation, Grammar | MUST or HAVE TO (obligation) | Ocean | 1 hour, vocabulary cards, book, listening CD, Game board | Vocabulary Introduction | Students under stand the meaning of the Vocabulary and are introduces to the themes of the lesson | Vocabulary cards and CD, book page 6-7 | Expressions of Obligation Grammar introduction | Students can are introduced to expressions of obligation and can begin to from sentences | Grammar Practice | Students can form simple sentences using the grammar based off of practice examples in the book | Book work page 8 | Grammar Production | Students can begin to make their own original sentences using expressions of obligation | Have each group make their own class rules and then share with the class | Explore our world pg. 6 - 9 | https://docs.google.com/document/d/1aCrHE_d82TqQ4A9g0s2Lv19CID9-D_MUY_jFn4zgQgo/edit?usp=drivesdk | https://drive.google.com/file/d/1zNLPQDT1COlrpD04ZUUeqkZlBA3VbTJI/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-04-22 | Small Talk intro | Kitty | SHS1 | Listening, Speaking | OTHER | Various grammar points covered for small talk in the form of a table | 2 hours cutting the table up for 12 groups | Pronunciation warm up | Student practice /l/ in a sentence practice | Brainstorm 'small talk' | Some ideas on the board | In groups, piece together the table I cut up | Every group has finished putting the table back together with the help of electronic dictionaries. | https://docs.google.com/document/d/1GD_2zbVnfRU3GAg7bOn203OGD05CrsQtaLn_h5Fg0xk/edit?usp=drivesdk | https://drive.google.com/file/d/1luScIme0tExY1o-yBa_sgXh3CBKexVmZ/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-04-22 | Present continuous and future review | Kitty | SHS2 | Listening, Speaking, Grammar | Present continuous (progressive) tense | Future tenses | 3 hour prep cutting out charades cards for 12 groups. | Pronunciation warm up | /l/ sound sentence practice | Present continuous review | In groups the students play charades using the grammar sentence. | Future review | Students watch a Mr. Bean video and I pause it at various times to ask what he is going to do now. | https://docs.google.com/document/d/1xXTGT0zEcerX9sAa_KlD78LunBE4rp6MhhXRSYFz918/edit?usp=drivesdk | https://drive.google.com/file/d/1gb1bZSIYVDyB0iTmlWK_pU3spTK5O-Tk/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-04-22 | Vision Quest L1 | Kitty | SHS1 | Listening, Speaking, Pronunciation, Reading | Phonetics (pronunciation, IPA, phonetic symbols) | Used the first page of every Vision Quest lesson. Extra info for the pronunciation section. | Warm up | Ask 3 people "What did you do last weekend?" | Reading activity | Students repeat after me in various ways before doing it in pair work followed by a reading game. | Intonation section | Get them to draw arrows for the intonation in groups before hearing me say the phrases to check. | English Shiritori | Class split into 4 wrote as many words as possible in 7 mins | Vision Quest Lesson 1 | https://docs.google.com/document/d/1l8Q68HJwjOUai3dsiPKVcse-OKuQXN9GOZ0W0S6otlY/edit?usp=drivesdk | https://drive.google.com/file/d/17BjWyxzsHrZUYnHhTIYUbHcDaVCXm0K6/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-04-22 | J3 Present Perfect | Chris Bridgeman | Lawrence Tran | JHS3 | Grammar | Present perfect tenses | Writing Prompt, Wanted Poster, Information Slips | Passive Quiz | All students can try the hint giving and answering role at least once | Procedures: In pairs students will be given a card with an object found in the school. Students will use passive form hints to explain the object to a partner. | Present Perfect Introduction | Students demonstrate a basic understanding of the topic | Procedures: Students will be introduced to the topic by discussing their study of English and if they have ever used English outside of school. | Wanted! | All students finish interviewing at least one partner | Procedures: Students will begin by writing down some personal information using I have statements. One information sheet will be randomly chosen and read to students without the name. Students will interview their friends using have you, and how long have you questions to try and find the student who matches that information. When time is up, students will be asked who they think the person was. This game will be played with the theme of a criminal investigation. | Biography Writing Prompt | All students can ask at least two interview questions | Procedures: Students will create two have you questions for their friends and interview them. They will then use the information to write about their friends. | https://docs.google.com/document/d/1Us_z9-vV8_a-UJScy1AI3yCLfklQ5D1uvhrY40mSLCc/edit?usp=drivesdk | https://drive.google.com/file/d/1NCZcmiiJMrklR_dQFiDftEt1rKKc22kg/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-04-22 | J2 - Must, Have to | Chris Bridgeman | Lawrence Tran | JHS2 | Grammar | MUST or HAVE TO (obligation) | MUST or MUSTN'T | Whiteboards, Writing Prompt | Truth and Lies | All students can complete at least one round of the game | Procedures: Students will be given a card with the word truth or lies written on it. Students will then ask a question to their partner using the future tense. Depending on their card the students must answer with a truth or lie. After both students have answers, they will guess truth or lies before revealing their cards. When finished students can come to the teacher to draw a new card at random. | Grammar Review | Students demonstrate an understanding of the concept | Procedures: Students will review the meaning of Must, Have to, Mustn’t, and Don’t have to via a simple discussion of school rules. | 9-Dot Puzzle | All groups are able to understand the 4 rules | Procedures: Students will be given mini whiteboards and asked to draw 9 dots in a square shape. Students will then be told their are only 4 rules required to complete the puzzle. The four rules will be posted in the four corners of the room, and each student must read and memorize one of the rules to attempt the puzzle. Groups can try to submit their answer to the teacher at any time and be given advice if they are unable to complete the puzzle. | Writing about rules | All students can write at least one school rule | Procedures: Students will be provided with a writing prompt discussing school rules in the United States. Students will try to write down their own school rules and how they feel about them. | https://docs.google.com/document/d/1oNB15_cTVkqw6u9m-84M1BrLotOUtZIWo6r3odnImKI/edit?usp=drivesdk | https://drive.google.com/file/d/1Sn0AC9T5W1XsVMDnmT3mgWZ63511k6Va/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-04-22 | Comparatives. Lesson3 | Kim Stahl | Claire Yates | SHS3 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Comparison: Comparative adjectives and structures | Have a list of comparative adjectives prepared, IE bigger/taller/faster/better. Also have some examples prepared that the students should be familiar with. IE The Tokyo Skytree is taller than the Landmark Tower. | Introduce to the students your examples of comparatives. IE The Shinano River is longer than the Tone river. Make sure to explain that when using comparative that order is important. The longest/biggest always appears first, while the shorter/smaller is always next or last. | The students will be able to ask and answer questions using comparatives. IE Is the Shnano River longer than the Tone River? | Next introduce more and the adjectives we use. IE more difficult/ more delicious/more unpleasant/more fun. etc. Try not to use the same vocabulary that we used for superlatives. | The students will be able to ask and answer questions using comparatives with more. | Now write the word on the board and have the students try to ask a question. IE Bigger/ longer. Then move on to using more IE more interesting/more delicious. | The students should now be able to ask and answer questions using comparatives. | https://docs.google.com/document/d/1Hw5_6R5xIKIYXF9pT38VkdAENC_itPk6HoWVjilCjyw/edit?usp=drivesdk | https://drive.google.com/file/d/1leD5WodccEIYUXGYEc4H0anx9gt38QWl/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-04-22 | Superlatives Lesson2 | Kim Stahl | Claire Yates | SHS3 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Comparison: Superlative adjectives and structures | This lesson will focus on superlatives. Have a vocabulary list prepared as well as examples to be used. IE The Shinano River is the longest river in japan. Also have a list of superlatives to be used with the most. IE Kyoto is the most beautiful city in Japan. | Introduce to the students a simple example of superlatives. IE What is the longest river in Japan? What is the tallest building in japan? | The students are able to understand that we use superlatives when we are talking about only 1 thing. | Introduce a list of vocabulary that uses only EST. IE the prettiest/ the cheapest/the nearest/the happiest etc.T | The students can ask and answer questions using EST. They should also understand when and how we use EST. IE This grammar is used when we have a one syllable word. We change the y to i and add EST. | Introduce to the students the most, and the adjectives we use. IE the most beautiful/the most expensive/the most dangerous/ the most interesting. | The students will be able to use and understand when to use the most. It is a good idea to explain that we use this with words of 3 or more syllables. | https://docs.google.com/document/d/1n0Qw5b5EU_ni9CuCVIm5BM7Oknf1tCCxt0VTN2jv5Bc/edit?usp=drivesdk | https://drive.google.com/file/d/1OppccTXeZwPbnwSYwZtmjOXhOkp60QmU/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-04-22 | Intro Comparatives and Superlatives | Kim Stahl | Claire Yates | SHS3 | Listening, Speaking, Reading, Writing, Grammar | Comparison (comparative and superlative) | This first lesson is straight forward. Just have some examples of both ready to demonstrate to the students. | Introduce 3 or 4 easy superlatives. IE Biggest/longest/tallest/fastest. | The students will be able to ask and answer the questions/answers put forward by the teacher | The teacher will introduce comparatives using the same verbs presented for the superlatives. | The students will be able to ask and answer the questions put forward by the teacher. | The students will be put into pairs and asked to practice both the questions and answers using comparatives and superlatives. | The students will be able to understand and use simple comparatives and superlatives. | https://docs.google.com/document/d/1nV6LZnjU-jcKU_SH2tFyBPF0YfJaWukCIJbYxC6Bb28/edit?usp=drivesdk | https://drive.google.com/file/d/12u7EU-PN1Va5cx_iJGoBR6qWPmHBi7mk/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-04-21 | "My day" (simple present tense + telling the time) | Leigh Bitossi | JHS1 | Speaking, Grammar | Present simple tense | OTHER | Telling the time. | This lesson centers on talking/describing daily routines and activities combined with telling the time. | The only extra resource needed is a piece of paper with a 3x3 "comic-book-style-frame". This will be used for drawing a very simple "comic" representation of a typical day in their life. | https://drive.google.com/open?id=1apED4bUFU2zLqf0r13doQsrwFE2DR06n | Elicit common daily verbs. | When you've got a good list of at least 20 common verbs/activities written up on the board. | I like to get all the common ones like, "brush my teeth, get dressed, eat breakfast, etc" and then help students get a little deeper with things like, "talk to my friends, help my mother, etc" Of course, the quality of vocabulary elicited will vary according to the class's level. | Telling the time + Time of day | When students can accurately tell the time of day and correctly identify the "time of day" | This lesson follows on from lessons on how to tell the time in English. It also re-confirms "times of day" like, Afternoon, Evening, etc. On the board, draw a clock-face and quickly drill a variety of times as a class. Then, demonstrate to students that 12am to 12pm is "morning." Elicit "afternoon" and "evening." Also, get the class's opinion on where they think these periods start and finish. As a general rule, I tend to go with the afternoon finishing around 6pm, and evening lasting until about 9pm. There's no hard and fast rule here, but it's good to students' opinions and input on this too. | Talking About My Day. | When students have filled out the blank comic strip and explained their story to a partner. | On the board, draw 6 blank comic strip frames. In each frame, draw some really common daily activities from the morning, noon, evening and night. I typically like to do "get up" "go to school" "study in class" "watch TV" and "go to bed." Simple stick figures are best here. I also draw a little clock face in the corner of each frame with the time I do these activities drawn in. Then, I get the class to explain what each picture displays. For example, "I get up at 7 o'clock." Give the students 5 or so minutes to fill out their comic strip, but don't write anything. Tell the students to exchange their comic strip with a partner. Next, they can look at the pictures and ask each other "what do you do at ....?" Under the frame students can write the answer. | https://docs.google.com/document/d/1Zqu4Xnq3lsbYFIdP71CI4PzDY8ltIUGi-in4djMOGqg/edit?usp=drivesdk | https://drive.google.com/file/d/1WaGP0OoK0wIjlNXighBudtlX-LnXLGAR/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-04-19 | Comparatives/Superlatives Introduction | Kim Stahl | Claire Yates | SHS3 | Listening, Speaking, Pronunciation, Reading, Grammar | Comparison (comparative and superlative) | Places in Japan | You should have a number of examples on hand. 30 minutes | Introduce est. Use biggest/tallest/longest. | Students can say IE. Tokyo is the biggest city in Japan | Introduce er. IE bigger/taller/longer | Students can say Tokyo is bigger than Osaka. | Introduce questions.IE What is the biggest city in Japan?/ Is Tokyo bigger than Osaka? | Students can ask and answer questions using bigger/taller/longer. | https://docs.google.com/document/d/1X9eRvPCgF_Dl4G3zGwQ2uA2pJuokoxbv3qXLZhO9zeg/edit?usp=drivesdk | https://drive.google.com/file/d/1-k6o5owvZI__tNmETK0epLwKS5QlgtvM/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-04-19 | Hobbies and Interests | Adam Strauss | Brian Heilenman | JHS2 | Listening, Speaking, Pronunciation, Reading | OTHER | worksheet | https://drive.google.com/open?id=1IsHCEJBASrCZoadMhlDw4vWvOFQcdhdz | Review "hobbies" vocabulary | When all vocabulary is complete | In pairs, have students ask each other about their hobbies and interests | when all questions have been asked | Listening test at the end of the lesson | When listening test in complete | https://docs.google.com/document/d/1PfTNwjfRcEKzo9jWYxuO8nHFonLMkj8wbou4FIgXhnw/edit?usp=drivesdk | https://drive.google.com/file/d/1I8JrIBjiEuG_6YImI1klprIlTaXREcjt/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-04-18 | Talk about Golden Week | Jason Packman | Brandon Lindsay | JHS2 | Listening, Speaking | Future tenses | Questions and short answers | Golden Week | print out the below crossword, have paper for students to write dialog if needed | https://drive.google.com/file/d/1P8cHGLe-vWL8cMhNqYPbfPsM2euFMt2o/view?usp=drivesdk | DIctation | S have written down the dictated dialog in their notebooks | Teacher reads the dialog, Ss write it down in their notebooks. What are you doing during Golden Week? I am going to travel to Hawaii. What about you? I am going to play tennis with my club. Have fun! You, too! T checks when finished. | Elicit things people do during Golden Week | S have written many activities on the board | T plays shiritori but the rules are S just need to write one activity people do during Golden Week on the board and then pass the chalk. S. have 3 minutes to do this activity. T then checks for spelling and pronuncation. | Dialog presentation | S present their dialog to the teacher | S then do a golden week dialog. FIrst they find a partner and then they practice it. when they are ready, they go to a teacher and do the dialog in front of the teacher. S get a worksheet when they are done. | https://docs.google.com/document/d/12c6d5L7o4V6Fe_XW8fsd5nH6df3Ireo80yMqXyh1Bj0/edit?usp=drivesdk | https://drive.google.com/file/d/1xZMkHVlMbDPaz8Ks3Wu_UetDAjxkfaOl/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-04-17 | Introduction | Brian Perry | JHS2 | Listening, Speaking | NONE | Self Introduction and Classroom English | 30 minutes | Discussed class rules and expectations. | Students listened and understood what is required of them. | Reviewed my self intro and quizzed them on the information. | Students listened and responded to all the questions correctly. | Discussed and reviewed the classroom English and performed a quiz activity for them to study them more. | Students successfully pronounced all Classroom English and performed the activity. | https://docs.google.com/document/d/1LMK4U67RAX5Yi0N6sndb-fLtwa2aN2q4MNVaMlKPuXg/edit?usp=drivesdk | https://drive.google.com/file/d/1GG4NeTqdXBl0W1nPP1BZcJjojrxMtHsP/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-04-17 | Partner interview 1 | Brandon Lindsay | JHS3 | Speaking, Writing | Pronouns: Reflexive pronouns | Think of some potential topics for students, 5 minutes | Example interview | Students understand the expectations | * Tell students that next week they will write a presentation about their partners. * T writes three example questions on the board, asks the JTE, and writes the answers on the board. Tell the students they need to do the same thing, but for 10 sentences. * For example: How many pets do you have? What is your hobby? What sports do you like to play? | Topic brainstorm | Students have enough topics to ask their partners about | * Write the three topics from the previous section on the board (pets, hobby, sports). *Elicit more potential topics from the students. Remind them of the questions they asked from last week. * Tell them they can ask about other topics too. * Change a couple topics into questions, or even better, elicit from students. | Interviews | Students have interviewed their partners | * Students write down their questions in their notebooks. * Students begin interview their partners. | https://docs.google.com/document/d/1tzN9iALhHbfE51RMh5nvncjwWyH7ArqYjlP03wQEAHI/edit?usp=drivesdk | https://drive.google.com/file/d/1Q57jVlp4gA4AosLhK-vmjnhk3MmdsVH_/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-04-17 | Spring Presentation 1 | Brandon Lindsay | JHS2 | Writing, Grammar | Past simple tense | Spring vacation | Write an example speech, 10 minutes | Intro topic | Students understand expectations for their speech | * Give an example speech that is 7 lines long, plus intro and closing sentences. * Give length expectations. * Example speech: Hello. I'm going to tell you about my spring vacation. This spring vacation, I went to Osaka with my family. We ate many kinds of delicious food, such as okonomiyaki and takoyaki. Then, we went to Universal Studios Japan. My favorite attraction was the Harry Potter town. I loved the roller coasters at USJ, but my sister felt sick. After USJ, we went shopping on Dotonbori Street. We had a wonderful time in Osaka. Thank you for listening. | Simple past review | Students remember how to use simple past | * Put up a list of present tense verbs and change one into past. Elicit past tense versions for the others from the students. | Begin writing | Students have correctly written presentations | * Students write their own speeches. * Once teachers have checked them, students can begin practicing and memorizing them for the following week's class. | https://docs.google.com/document/d/1L7UC04bXuW1Y2jXIBwvuGc3TfQm5Q4y48WF4Ha7ZUCM/edit?usp=drivesdk | https://drive.google.com/file/d/1sQlnbAVz_sJ7UWUvCn34Rsa2WmvScmcR/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-04-16 | Present perfect simple / essay intros | Stuart Dalziel | JHS3 | Writing, Grammar | Present perfect simple tense | Print worksheets | https://drive.google.com/open?id=1i8cOHG_2tBWxHNwS8dTdnbDIDOb1BhQx | HAVE YOU EVERSs all stand up. T boards an “I have” sentence and asks students if they have ever done the same thing. Those who have not must sit down. Continue playing until all Ss seated (obviously pick fairly common things to give them a chance of having done it). Optionally the last student standing can also come to the front and lead the next round. | At least one round finished | GRAMAR BREAKDOWNOne of T’s example sentences broken down to explain PPS form: SUB + has/have + V3 + OBJ.Ss then shown how to combine the form with the superlative: SUPERLATIVE + OBJ CATEGORY + SUB + HAS/HAVE + EVER + V3 + BE + OBJUse timelines to stress that this applies to whole life up to now. | Comprehension checked | Use JLT translation where needed | CONVERSATIONTeacher boards the following example questions:What is the best game you have ever played?What is the earliest time you have ever woken up?What is the worst food you have ever tasted?What is the most expensive thing you have ever bought? | Ss ask and answer them in pair dialogues. | ‘THE BEST PLACE’ WORKSHEETStudents given “The best place” worksheets. Ss fill the bubble with their own answers to the prompts in such a way that they do not reveal which prompt each answer pertains to.In pairs, Ss try to match their partner’s answer to the correct prompt. E.g: “The hottest place you have ever been is Thailand” | At least a couple of teams finish | ESSAY INTRODUCTIONSTeacher then selects one of the prompts to use as an essay title. Ss asked to reflect on last week’s writing content (parts of an essay). Told today we will end by using one of the prompts to make an example introduction.Teacher then writes an example thesis statement for the given prompt, being sure to include a topic, argument and reason(s).Ss asked to do the same for at least one prompt of their choosing from prior activity. | Lesson ends | This writing tag on is really only a requirement of my co-teacher, doesn't really fit the rest of the plan. | New Treasure 3: Chapter 1 | https://docs.google.com/document/d/1MuGBJ8yA5WarXzi1yyoTrcRMp2WSUaVzdWRSH2x5ATY/edit?usp=drivesdk | https://drive.google.com/file/d/1nuLvEnCzkXQrJ8KRy-AOV3-1-OX6KeDa/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-04-15 | Intro 2019 | Jason Packman | Brandon Lindsay | JHS1, JHS2, could be used for any level, really | Listening, Speaking | Questions and short answers | Questions: WH questions | For the first day of class | print out below materials, paddle for students to answer | https://docs.google.com/document/d/1TMyEsIFKzIxEHLB9imTnm_OlZ7LjfL4WMMFG1dobzqA/edit?usp=sharing | Students ask the teacher one question | When students have all asked a teacher one question | T walks in, writes numbers from 1 to how many numbers of students are in the class on the board. T then starts calling on S to ask them a question. Since it is the first day, T can go through the roll list. T can also ask S to stand up and raise their hand. T can also randomly pick people. Anything is okay. As each S asks a question, T writes it on the board. Teacher can correct the question before writing it on the board or wait until all the questions are asked and on the board, and then correct once it is on the board, asking S for feedback whether the question is okay or not. | T answers questions | T has gone through all the questions and S understand all the answers | Teacher passes out some paddles that can be used to represent two answers. T then goes through each question one by one. T has students chorally repeat or shadow (either repeat after the T or say at the same time as the T) one question at a time, providing advice and feedback on any pronunciation issues that may arise. T then gives two choices for each questions. Students guess using the paddles they have received. T after a dramatic pause (if necessary) answers each question. S who get the answer right are happy they know about their T, while those that don't feel ashamed. Continue until completed all questions. | T asks S questions | When all the students have answered a question | T asks all S to stand up, asks S one question from the board. First S to raise their hand answers and then can sit down. Repeat till all S are sitting. | Review syllabus and classroom language | S understand expectations for the class | T goes over grading for the semester. Also, T passes out classroom language review paper for students to do. T explains the required notebook. S are given the reflections paper. Finally, S are told to paste everything in their notebooks and bring them next time | https://docs.google.com/document/d/1hG2dvg_lSbRZt2N2vhJyJQYQvuCw26rBRDgUTBsu-Yg/edit?usp=drivesdk | https://drive.google.com/file/d/1P8cHGLe-vWL8cMhNqYPbfPsM2euFMt2o/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-04-15 | Eiken and simple past practice | Kitty | SHS2 | Listening, Speaking, Reading, Grammar | Past simple tense | Needed Eiken 2 story board x 48. 50min lesson | Short intro | Students asked questions | Introduced the Eiken 2 storyboard | In pairs, students described the picture to their partner. | Speaking about the past | Using AAA students asked each other about the Spring vacation. | https://docs.google.com/document/d/1LF1bvERsQDQKWbwRyRZMgz9DkAeb3PhaYszgQyjjfEE/edit?usp=drivesdk | https://drive.google.com/file/d/1ud1U-XHf8N4sUG3k9V1XljWe8P5uOiGC/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2019-04-15 | Intro lesson | Kitty | SHS1 | Listening, Speaking | OTHER | A lesson introducing me and my country where every student has the chance to speak by the end. | Printed pictures with magnets on the back. 50min lesson. | Warm up - Teachers last name | Using a hangman style game, students have guessed my last name. | Japan and UK comparison | All the pictures are on the board and each student has had the chance to give examples and ideas. | 6 of teachers answers on the board, what is the answer? | Students have said the questions. | Tetris - students sit down when answered | All students are seated | https://docs.google.com/document/d/1hxvhSoF3VgsY1mzzD0s9utQgh-OEpjQHYBYSJFBdf-E/edit?usp=drivesdk | https://drive.google.com/file/d/1uN6RDwC8fpK832L-2hPNqI6Lliv7UTzK/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-04-15 | J1-R1 Introductions and Phonics Review | Chris Bridgeman | JHS1 | Listening, Speaking, Pronunciation | Phonetics (pronunciation, IPA, phonetic symbols) | Mini-whiteboards, Whiteboard markers | Greeting Time | Students are able to greet the teacher by name and say the day date and weather | Procedures: Students will be introduced to the basic procedure for greeting time. The teacher will say “Hello everyone!” and the students will reply “Hello ________.” We will then check and spell the day, date, and weather. | Introduction to Classroom Routines | Students demonstrate an understanding of the target routine and classroom language | Procedures: Students will be introduced to to a rhythmic clapping routine that signifies it is time to stop look and listen to the teacher. Following this students will listen to a brief introduction from the teacher that will include a word students should be unfamiliar with ("I like fossils."). Students will be taught the phrase "Do you know ________?". If their answer is "No." Students should follow up with "What's that?". Have students practice and try the phrase to learn the meaning of the word from your introduction ("fossil"). If possible use a visual aid to explain the word. | Self Introductions | All students have had a chance to give a short self introduction | Procedures: The teacher will write their self introduction on the board in a very Simple format: "Hello! My name is ________. I like ________. Nice to meet you!" Students will practice this language with the teacher using their own information. Following this students can practice their introductions in pairs. If numbers allow it, try having each student say their introduction to the class. | Review of Basic Letter Sounds | All students have attempted to practice the sounds alongside the teacher | Students will quickly review letter sounds and then be asked if they know the "ABC Song". Explain students that you would like to challenge them to sing a fully phonetic version of the song. Teach the song and sing together as a class. Try to sing more quickly as an extension. | Sound Pyramid | Teams demonstrate and ability to answer with high accuracy | Procedures: Students will try a listening game using a pyramid constructed of tricky letter combinations written on the board. Students will listen and try to follow a path down the pyramid to guess the number corresponding with what the teacher has said. Teams will discuss and write their guess on a mini-whiteboard. As an extension, teams can challenge saying the letters and having the teacher guess the number they intended. | https://docs.google.com/document/d/18cNR_i07TEBjsCQBOGSDOpQDnFAliA0CEVZEnXxGnTk/edit?usp=drivesdk | https://drive.google.com/file/d/1eXjm8H5lj32U2OqT6Z64zyMWfx7Pw70V/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-04-12 | Self-intro/asking directions | Brandon Lindsay | JHS2 | Speaking | CAN | Asking directions | Think of two interesting facts about yourself for demonstration, 2 minutes | Self-intro | All students have introduced themselves to their new classmates | * Tell students to think of two interesting facts about themselves for a presentation. Give them a demo of a full self-introduction. * Give some useful verbs and tell them they can use others. * Once students are ready to present, each student does so. | Textbook | Students understand different ways to use 'can' and give directions | * Read the conversation on p. 10 and explain key points, esp. the different forms of 'can.' JTE can translate where necessary. * Do shadowing and a roleplay as a class. Then have them practice the conversation with a partner. | Original version | Students can come up with their own conversation and perform it | * Write the conversation on the board, but change the destination and the directions to a blank space. * With the JTE if possible, fill in the blanks with a new example. Introduce 'Change to the Odakyu Line' for example as a phrase students can use. * Tell students to come up with a new conversation with their partners. * Students practice and, if time allows, memorize, before giving their presentations in front of the class. | New Crown 2, p. 10 | https://docs.google.com/document/d/1lEVkpe81BO8EZwLoYrBP8hf51F5sUzbOfexnbDyuc0o/edit?usp=drivesdk | https://drive.google.com/file/d/1Fmed9LkH_KS2CuG5DDJUzgDAFOTpg7Sj/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-04-11 | Self-introduction Game | Brandon Lindsay | JHS3 | Speaking | Questions: WH questions | Self-introduction | Bring playing cards or number cards | Question brainstorm | Each student has thought of a WH question | * Elicit question words. * Have each student think of a question to ask their classmates. Write each one on the board. * Students listen and repeat. | Question game | Each student has asked and answered a question. | * Assign each question a number/playing card. * Each student draws a card. There should be a matching card held by another student. * All students stand up. Teacher chooses a number. * One student with that card asks the other student the corresponding question. The other answers and they switch. | Human tetris | Students can think of their own questions to ask teachers. | * Erase the board. Write only the question words on the board. * Write numbers 1 through 4 on the board, and draw corresponding tetris shapes for each number. * Students stand up. Ask for volunteers or choose a student. The student makes a question to the teacher, who answers. The student chooses a number and the students within that shape sit down. Continue until they clear the game. | https://docs.google.com/document/d/1-Nu6dxZW0We9k2qJrr_vnyjS3An4IL8SHuJvknuWo_M/edit?usp=drivesdk | https://drive.google.com/file/d/1fpNP3vUo4lrNLcjvlkLVYOE_jNjIXeZ5/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-04-11 | JHS2 Lesson 2 - Modal Verbs / Making Requests | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading | Modals | Print the Request card game | https://drive.google.com/open?id=1NU0oaTEf1hqbP8qTbbuX-GR2vi307rOhUFg7UQctWTk | Greet the class and warm up. Ask some questions from the previous lesson to refresh their memories (introduction lesson). | Students have warmed up. | Brief introduction to modal verbs. Explain how to use them to make polite requests. Eg - "Can I have some...". Also teach them how to answer politely. "Yes, you can." "Certainly..." Etc. | Students understand how to form a polite request. | Modal variations. Explain the different types of modal verbs and the level of politeness. Eg : Can and Could have the same basic function but Could is more polite. Can would more be more commonly used when addressing a friend. | Students understand and all questions have been answered. | After this, introduce "May I..." and how it cannot be used in the same way to ask someone to perform an action eg : "May you..." Instead, you must structure it as "You may..." to grant permission. Again, this is more formal than "Can..." | Read the conversation on page 22 with the JTE. Students listen and repeat. Have some students read with a partner for a few minutes afterwards. Answer any questions and double check the meaning of certain words. | Students understand the conversation. All questions answered. | Model the Requests game with the JTE. | Students understand how to play the game. | Students are split up into four teams. You have a set of cards with requests written on them. Give the first team one card. They must mime the request to the other teams. Students put their hands up to guess what the request is. If correct, they gain one point and the card is placed at the bottom of the stack. Walk to the next team and give them one card from the top. The students must say the request as it is written on the card to gain a point. Sometimes they may use the incorrect modal. The printable card set has some ideas but you can add your own on the fly if you take some scrap paper into the class with you. The requests can be as silly as you want depending on the type of class you are teaching. | New Treasure page 22 | https://docs.google.com/document/d/1GqR7INjOILQ_0yPQyDjblhsonyz1gZ-W_hKyIXpoyLs/edit?usp=drivesdk | https://drive.google.com/file/d/1USo_4idTkC0FqfhJF6I3M0mOZ37p_D2s/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-04-11 | Introduction | Brian Perry | Claire Yates, Joe Perri | SHS2 | Listening, Speaking, Reading | NONE | Introduction | 30 minutes | Performed Self Introduction | Students listened and answered questions based on self intro. | Discusses class rules and expectations | Students understand what is required to succeed in class. | Classroom English | Students successfully understand the classroom English used. | https://docs.google.com/document/d/1dC7flTZI8UnSPPTsOkF4KQvy5QDmtB8zxYjgCjB9d9o/edit?usp=drivesdk | https://drive.google.com/file/d/1sQAvDc8gXyfD33FWK-syvLhIasXx8V2v/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-04-11 | Introduction | Brian Perry | Claire Yates, Joe Perri | SHS1 | Listening, Speaking, Reading | NONE | Introduction | 30 minutes | Performed Self Introduction | Students listened and answered questions based on self intro. | Discusses class rules and expectations | Students understand what is required to succeed in class. | Classroom English | Students successfully understand the classroom English used. | https://docs.google.com/document/d/1dFbm7LGR0vFZfGHYPa4kS-fzBSlljTotG3PQJ5FyzWg/edit?usp=drivesdk | https://drive.google.com/file/d/1M7pd3Zn33fVWb_YXGFTQNuE7eh5alsrG/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-04-11 | For vs Since and parts of an essay | Stuart Dalziel | JHS3 | Writing, Grammar | Writing essays | Present perfect tenses | Print and cut essays | https://drive.google.com/open?id=1QU-FExp8XqG4SnvXbNnjdpm5uEnfjw52 | ESSAY DASH. Student at back of each row given a short essay. Essay content must be relayed up the row to the front student, who will transcribe the essay onto blackboard. First team to finish accurately wins. | The different parts of an essay then labeled on this essay and introduced: question / title, introduction, body points, conclusion. | CHOPPED ESSAYS. Ss split into teams of four. Each team is given a copy of each of the ‘essay dash’ essays. But this time the essays have been chopped up. Teams must put the essays into the correct order. | A majority of teams have correctly completed each essay. | FOR VS SINCE PRESENTATION. Teacher points to the fact that all of these essays use for and since. Teacher breaks down the usage of these forms with present perfect continuous. If necessary, teacher can use timelines to clarify comprehension of this grammar point (since refers to a fixed start point of the activity whereas for refers to the duration of time in which it has occurred). | Comprehension has been checked. | Worksheet | Students then complete section 1 of “for vs since” worksheet. Answers checked and any confusion clarified. | Timelines. If more time remains teacher draws their timeline on the board and makes PPC for/since sentences to ‘present’ it. Ss encouraged to make their own timelines in their notebooks and then pair up and present them to each other. A few example presentations elicited at end. | Bell rings (if you even get this far) | New Treasure 3, chapter 1 | https://docs.google.com/document/d/1HUGzdApgMIHr3jRgSDeo8bzb0LcyHquGEUnnNZzE470/edit?usp=drivesdk | https://drive.google.com/file/d/1tFScT2HrsnJ9rpeKOZ5XZFx-SqIwd5T-/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-04-10 | Classroom English & Rules | Necole | JHS1, JHS2, JHS3 | None | NONE | Not much prep time needed as this is only a refresher lesson of classroom English and class rules for the year. Handouts only needed. | https://drive.google.com/open?id=1wLZ6mdM6_tqot0vohClaI6CpFpDEZ2lJ, https://drive.google.com/open?id=1UxMD6Wpn6OaLgKzyHkX8cRJ2HzIl4tT3 | Review Classroom English & Class Rules | When students understand | N/A | N/A | N/A | N/A | https://docs.google.com/document/d/1kabMOKRD6WYe89qUcfj5l9W2umYyHyu50SuGaCt38QU/edit?usp=drivesdk | https://drive.google.com/file/d/1lCgzR1ITQX6c4hcFm0nVx6R7eDqhsJJo/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-04-09 | JHS2 Lesson 1 - Where are you from? (Introduction) | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation | Questions (interrogative) | Print introduction activity | https://drive.google.com/open?id=1Bs23yoBD40rZxLmhY2JvYBBAeo-tlk6-T0b3G7uQE0A | Greet the class and warm up with some basic questions. Introduce the vocabulary necessary for introducing yourself. Elicit some basic answers from the JTE. Ask some of the students "Where are you from?" "What is your name?" "How old are you?" Etc | Students have warmed up. | Introduce the first lesson of the New Treasure textbook. Students will listen carefully to the conversation. The second time, they will listen and repeat. Any questions are answered. Words are explained. | Grammar section complete. | Students read the conversation with a partner briefly. Students can present the conversation. | Conversation chapter has been revised. | Prepare the introduction activity. Students will learn how to introduce themselves using simple answers. Teach the students some basic greetings and questions. Model the activity with the JTE. Write their answers on the blackboard so the students can refer back to them. | Introduction complete. | Students complete the introduction activity. Walk around the room and check their answers. | Students have completed the activity. | Review. Ask some students some questions based on the previous activity. Review the correct way to answer the questions. Give the students some time at the end of the lesson to ask each other some questions. | Review complete. | New Treasure stage 2 : Page 10 | https://docs.google.com/document/d/1ygmkS17YeuzNBw_glvXmAOkTK69h5kWtRgqspyX-qGE/edit?usp=drivesdk | https://drive.google.com/file/d/1W9tE2SjMucCNlcO07twbSHQrJDBsCGR0/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-04-09 | JHS1 Lesson 1 - Self Introductions | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Writing | Questions and short answers | Create self introduction sheets | https://drive.google.com/open?id=1qbxdUfg_mmtHbQPPNgw5y67sct-5uJYYwWW36LNTmKs | Warm Up. As this is the first class, we need to introduce ourselves. After a short introduction, have the students guess where you and the JTE are from etc. Give them some time to ask some questions. | Students have warmed up and have asked some simple questions. | This is their first lesson so they probably won't even know how to ask questions. We should focus on how to make basic greetings before moving on too fast. Ask the questions to the JTE very slowly and write each structure on the board. Have a Japanese translation if needed. | Introductions. After the students have asked some questions, now it is time to introduce ourselves fully. With the JTE, introduce the vocab necessary for a brief introduction. Name, age, home country, favourite food etc. Use drawings or flashcards if necessary. Ask the JTE a few simple questions "What do you like?" Students will learn how to ask simple questions. After the JTE has answered some basic questions, allow the students to ask some as well. We must use the simplest possible language. The illustrations and flashcards will help the students grasp the meaning without needing to understand every single sentence. | Students have asked some basic questions. | Listening challenge. Ask the students some basic questions. "How old am I?" "What is my name?" Check if they can remember what they heard previously. | Students have answered the questions and have displayed retention. | Self introduction activity. The students can now use the sentences they have been taught to create their own self introduction. Keep the sentences on the board so it is easy for them to answer each question. | Students have finished their self introduction. | Production and review. The students can share some of the information from their self introduction. Ask selected students some simple questions "What is your name?" "Where are you from?" Etc. This is a great way for the students to learn about each other as this is their first class together. | Review complete. | https://docs.google.com/document/d/1NbPuHq3X4I6GYCI0EJ_CZQgYQnYnfvDxZID3Fi4J7Ds/edit?usp=drivesdk | https://drive.google.com/file/d/189R-FEDnoHLsKCWq0tKVW95QfFxe4bXW/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-03-05 | Semester Review | Mary Colak | SHS2 | Listening, Reading | NONE | This is the last lesson for this class of the year and it includes a review before their exams. | ipads, game link, pc, grading sheet | Leftover presentations | Students give speeches. | The students that were not able to give their speech in the previous class, will give their speeches in this class. These must be memorized. They hand in their written speech and are graded based on required criteria. | Semester Review game | Students play a review game. | A review game is prepared using the online game link kahoot.it. The teacher assigns groups and students move into groups. One ipad is given to each group. The groups sign into the game website and set up their controller link. With kahoot, quiz questions appear on the main classroom screen and the ipads are linked so that students can choose a multiple choice answer and press the button on their `remote controller` corresponding to that answer. As they review grammar and content to prepare for their final exams, the teacher puts a spin on the quiz game. Rather than just awarding points for the groups that answer correctly, the `unfair game` version is played. The points are a mystery. Students that answer correctly have a choice to keep or give away the points to another team. Once that decision in made about the points, the amount is revealed. | Year end feedback | Teachers give feedback to the students about their progress over the year. | With the final class of the final semester, the main teacher gives feedback to the students on their progress and well they improved their English skills. The class is wrapped up and finished. | https://docs.google.com/document/d/1r3tZrhdRDwL4-njlt2H7UTEAgFU6XoA2yhc8hieUdK0/edit?usp=drivesdk | https://drive.google.com/file/d/1wKsg4OD8AJWDdszVZDRE3Hhl7dsAWQvV/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-03-04 | JHS2 Lesson 30 - Pronouns Quiz | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation | Pronouns: Reflexive pronouns | Prepare quiz materials | https://drive.google.com/open?id=18-nuY2UUbNLQv19BvZqh9naK7wYcnkwkPcmIdUMxsUc | Greet the students and warm up. Ask the students a few simple questions and allow them to ask each other. | Students have warmed up. | New Treasure Recap - go over any New Treasure communication exercises briefly. Any problematic grammar points / common pronunciation errors. Answer any questions. Make sure that the students focus of listening as they have a listening test coming up soon. Challenge them with some questions based on the communication excercises. | Students have refreshed their memories with the previously taught material. | Prepare the students for the end of year quiz. Put them into teams of 4-5 and give them a few minutes to pick a team name. | Students are prepared for the quiz. | Make sure that different students on each team get a chance to answer a question (if the strongest student answers, he must sit out for the next question to give others a chance.) Each correct answer wins 5 points. Final challenge you can remove points with incorrect answers (see attached quiz sheet for ideas). | Students play the quiz game. | Quiz has been completed. | Awards ceremony. Hand out winners certificates. | Winners have been revealed, MVPs etc. | Pronouns Touch It or a similar game if there is any time remaining. Allow the students to ask some questions as this is the final lesson before they move up to JHS3. | Class has finished. | Any of the pronoun related pages of New Treasure (free choice) | https://docs.google.com/document/d/1Gu3YHJtFOK8yl80yG97eUtfUmrpuiayhznZOBtdNiRQ/edit?usp=drivesdk | https://drive.google.com/file/d/1-gPr0bkMZFQcXrN5snF9dmpWUqErgjvQ/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-03-01 | Listening Test | Mary Colak | JHS3 | Listening, Speaking, Reading, Writing | OTHER | The final listening and speaking test of the semester focused on OREO debate opinions. | recording, PC, listening test, speaking test grade sheet, | Listening test | Students complete the listening test. | The teacher explains the test and plays the conversation recording. The students answer the questions based on OREO opinion statements and debating. | Reading Test | Students complete the reading test. | Students finish a reading test while waiting for the speaking test. The reading is based on a OREO statement opinion and debating a topic. The students answer the questions. | Speaking Test | Students perform the speaking test. | Students are chosen randomly to give their answers for the speaking test. The teacher gives a topic statement. The students then agree or disagree and give an OREO opinion statement including a reason and example why they disagree or agree. | Extra Activity | Students complete a review print. | Students that finish and hand in their test early, write a review print about comparatives and superlatives. | https://docs.google.com/document/d/1OiHYbauWsoddt36fuA-XuRHNTF6XHIw96mRulYhdoCY/edit?usp=drivesdk | https://drive.google.com/file/d/17wRTVEsEvMshvNo6MrVruSQnJHQ1h_RA/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-03-01 | SHS1 Lesson 27: second conditional presentations i | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Conditional 3 (third conditional) | Conditional 2 (second conditional) - would | Persuasive speaking | Presentation sheets for students, A3 colour printout of the useless inventions images. The JTE needs to make a few notes of group members etc, so a seating chart for the class is useful for this. Prep an infomercial video to show or skit with the JTE in advance. | https://drive.google.com/open?id=1hiFe0A7Cvbx77t1Tv7cAxqRdr33_HpaLueJ_YlTPSfA, https://drive.google.com/open?id=1vpy1xGDv1QHsycfJVBfIGi37_HtwNuGtJ41iRr250Pc, https://drive.google.com/open?id=1fbMQbQj2ZeU2BTUq9deI5HPKMI37jFRMb3m4g3bPkY4 | Greet the class | When students have warmed up and reviewed the second conditional verbally | Give them a problem to solve verbally in pairs: e.g. 'If you lost your key today, what would you do?' (2nd cond) 2nd conditional= If + Past Tense would + inf Extension: challenge returnees or very advanced students with a third conditional question 3rd conditional= If + Past Perfect Tense would have + past participle 'If you had seen a UFO on the way to school today, what would you have done? Would you have still come to school?' | JTE clarifies the second conditional tense | when students have deeper understanding of 2nd conditional tense and its usage | This grammar is complex but essential. Don't rush and emphasize how often this is used on university tests. There can be no question of its importance, so students need to be focused and taking notes. Students should have studied this grammar in detail in their classes, though they typically make word choice mistakes around could/should/would and often have questions about 'if I was' Vs 'if I were'. Clarify these points to minimize error. Emphasize the 2nd cond. is used for unlikely present/future scenarios (and, if an advanced group, that the 3rd conditional is used to express an unreal past regret and wishing things had been different etc.) | The presentation project is launched | Students understand the basics of the presentation project and the timeframe, and have seen an example | Ask students to make groups of 4, this is a three lesson project and they CANNOT change groups later on. Each group is given the handouts on A3 paper (one set per group) Model an infomercial with the JTE, or use a video as appropriate. Show the 'Chindogu' useless inventions pictures for inspiration and emphasize that you want them to pitch a fun idea, rather than get caught up in details or logistics. Explain the project and handouts: S will make a skit infomercial/commercial in groups. They will design a new piece of technology. (totally unrealistic is encouraged) They will say in their commercial what would have been different about the past if people had had this tech. They say what would be different now/in the future with their product and how our lives would be improved. Students should aim to make their skit funny. It is PEER reviewed. Go over the marking criteria. Really belabor the presentation date to classes with poor attention to detail/adherence to deadlines. Explain the entire class will present and students won't know presentation order until the day, so there will be no way to sneak out of presenting. | JTE notes student groups | JTE has made notes of groups while students listen/start working | These will be used to make the running order for presentation day. STUDENTS WILL NOT KNOW THE ORDER (this is to keep the pressure on all S to be 100% ready on time. | Students work in small groups to come up with a product idea and begin to delegate tasks. | Students discuss, decide and write in their product idea. | Students have a fair idea of what their topic will be. Hurrying students is quite important at this stage as they tend to dither or chat too much. Give a clear time frame and get them to tell the JTE who should note it down. | Students are reminded of the deadline | Students know what they need to do before the next class | Make sure S delegate within their team who will do what. They should find some images before the next class, or start to prepare their script for HW. Explain: STUDENTS WILL NOT KNOW THE PRESENTING ORDER (this is to keep the pressure on all S to be 100% ready on time.) N.B If you only have 2 lessons to deliver this project: Make sure S know they must write their script, practise and be ready to present next class. Make sure S delegate within their team who will do what and when they need to do it by. | https://docs.google.com/document/d/1tENazRwS4BlOKEVZrIm9u9WIeT-5rWgu_UvgFTaloVM/edit?usp=drivesdk | https://drive.google.com/file/d/1Pqtv5spgjgUuzXuwDSprnkNP-6rGYG1J/view?usp=drivesdk | |||||||||||||||||||
| 2019-02-28 | Listening Test | Mary Colak | SHS1 | Listening, Speaking, Writing | Adjectives | The goal of this lesson was to focus on listening and practice adjectives. | listening test recording, PC, test, activity print | Presentations | Students that were previously absent give their presentation. | Any students that were absent or forgot their print in the previous lesson gave their presentation at the beginning of this lesson. They then handed in their print. All presentations are finished by the end of this lesson. | Listening test | Students complete the semester final listening test. | During the last lesson of the semester, a listening test is given. The students listen and fill in the blanks. The theme of the listening test is a holiday in Japan similar to one of the presentations they gave and includes many adjectives and questions words that were practiced during the semester. Then they answer the questions based on the reading they listened to. The recording is listened to twice and all papers are collected and graded for the final semester scores. | Adjective print | Students work in pairs to answer the print and interview each other. | With time remaining, students work on an adjective review print. The print is a list of adjectives. The words are practiced and checked for meaning. Then the students have to list examples of each adjective in the column next to the adjectives. Once they have completed a column of examples, they then share their answers by interviewing the student next to them. Answers are shared in class. | https://docs.google.com/document/d/1vapo-lcyDZGm4XgOstm7G6FSLgRdAgtz-Dyun5etw2c/edit?usp=drivesdk | https://drive.google.com/file/d/1ZbItgGnQJnRi3wT_c4gG7kgoxfuNlkzE/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-28 | Memorized Speeches | Mary Colak | SHS2 | Listening, Speaking, Pronunciation | OTHER | The lesson focus is giving speeches that are memorized and include the OREO opinion statement structure. | timer, grading sheets, topic list | Lesson overview | The students listen to the overview of the day. | The teacher gives a lesson overview to the students. The students listen. | Speech order assignment | Students are assigned which order they will give their speech. | The teacher allows the students a few minutes to prepare for their speeches. Then the teacher asks for volunteers. After that, the teacher assigns the order of the students to give their speeches (through random number selecting.) | Speeches | Students give their speeches. | Students hand in their written speech prior to giving their speech. The goal was to give a memorized speech using the OREO opinion statement format. Each speech needed to be around 1 minute long. They worked really hard on giving a grammatically correct speech with good pronunciation and presentation rather than just reading from their handout. The students are part of the special Language Arts program at the school and have very high level English. This was a good exercise for them. | https://docs.google.com/document/d/1C60M6MT_osqkDIJr_RlbPd50U0yfJukvJWceniL1vZc/edit?usp=drivesdk | https://drive.google.com/file/d/1WhOQTIMLu4RJXmWktuIm3QIve3DnvkkG/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-26 | JHS2 Lesson 29 - Reflexive Pronouns | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading | Pronouns: Reflexive pronouns | Prepare Quiz Sheets | https://drive.google.com/open?id=1i1GU6y79V3Tio2H7p44lGEPjoRcRyEJc-nU34rrUT_0 | Greet the class and warm up. Ask a few questions based on the previous lesson to elicit some answers using pronouns. | Students have warmed up and have criss-crossed some questions to each other. | New Treasure Page 163 - Model conversation with the JTE. Allow the students to listen and repeat. Answer any questions and double check pronunciation and understanding of any new vocabulary. | Teachers are satisfied that the students understand the new vocabulary. | Students practice the communication page with a partner for a few minutes. Some students can volunteer to roleplay the conversation. | Communication exercise finished. | Recap on any previous communcation pages that may feature on the upcoming speaking test. Page 147 has been confirmed to be on the test. | Students have prepared for their speaking test. | Introduce Reflexive pronouns. Unfortunately, there isn't a communication page dedicated to these pronouns (they are in the Japanese language textbook) so they need to be introduced in a different way. Briefly explain the difference between the pronouns that they have already studied. After explaining what a Reflexive Pronoun is, and given examples, more details can be added such as how they can be used for emphasis and even politeness. | Students understand the new pronouns. | Subjective pronoun to Reflexive pronoun - I - Myself You - Yourself He - Himself Her - Herself It - Itself We - Ourselves You (Plural) - Yourselves They - Themselves | Elaborate further - demonstrate some example sentences using the new pronouns. Elicit answers from the students. Explain that these pronouns are used to make it clear who is being referred to. See the example below... | Students have answered the questions. | Eg - Bobby Boo Boo looked at himself in the mirror and laughed. Bobby Boo Boo looked at him in the mirror and laughed. In the first example, the subject and object are the same. In the second, they are different. Use a silly illustration to convey this. Allow the students to have a bit of fun with the examples before they take on the grammar quiz. | Reflexive Pronouns quiz. Put the students in teams of 4-5. Take team names before handing out the quiz sheets. Students must work together to complete the quiz. Afterwards, pick random students to relay the answers. Tally up the scores and give each team a percentage. (See answer sheet) | Quiz has finished and winning team has been announced. | If there is any time left over, you can play the attached game of Pronouns Touch It or something similar. | Class has finished. | New Treasure page 163 | https://docs.google.com/document/d/15BGvHv6hijlrZfgZnZp-WvZmLzTQEgNj-Q1vnPinqNk/edit?usp=drivesdk | https://drive.google.com/file/d/1urdClxrY3M4qkHR9knmu4CD9q39YJW6U/view?usp=drivesdk | |||||||||||||||||||||
| 2019-02-25 | SHS1 Lesson 29: second conditional presentations iii | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Speaking, Presentation | Conditional 2 (second conditional) - would | Persuasive speaking | Marking sheets for students (1 per S) | https://drive.google.com/open?id=18_hLndms_exj7NYDWrHUqCu074hB12AlelwNu3YDOJ4 | Greet class and prepare the class and room for presentations | When students are ready to present | Greet the class quickly, Distribute peer marking sheet and explain (5= good 1=bad etc) Students form their small project groups. The class is split into 2 (JTE supervises one, NET the other) these halves of the class should sit far away from each other so that concurrent presentations don't interrupt each other. I usually organize the two audience groups back to back, in diagonally opposite ends of the room, so one group presents in front of the lockers, and the other is presenting standing next to the blackboard .) This allows you to get through 12 x 4 person groups in one 50m session. Students in previous years have cooperated very well with noise levels and chatting as they don't want to throw off their classmates and are grading their peers. Reiterate grading criteria and briefly explain the grading sheet. | Begin presentations | when students have presented and their peers have graded them | Make sure you work with the JTE to manage any volume issues etc. Give students a limited time to grade their peers (1-2m/ group),manage any presentations that are dragging on too long, are far too quiet etc. Make sure students act quickly and the next presenting group prepares quickly to ensure smooth flow. Usually students are very cooperative and enjoy this project as it is entertaining to watch. | Feedback | When students feed back on the different groups within their 1/2 of the class. | If there is time, once the presentations are done the group should chat quietly about the good points of each presentation and what could be done better next time. Manage noise carefully to ensure no groups still presenting are interrupted. | Congratulate the class | When students have been praised for their hard work and creativity. | https://docs.google.com/document/d/1dOjL-0i7xr-y0Y0FuHWbn0QDGPYqotDFFYB0xbYsofs/edit?usp=drivesdk | https://drive.google.com/file/d/1j4pRXh7TJH1T9ZnLLXlIdYwIpuSNSM3E/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-02-25 | SHS1 lesson 28: second conditional presentations ii | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Speaking | Conditional 2 (second conditional) - would | Persuasive speaking | Bring a few spare worksheets from the previous lesson just in case they are needed | Greet class & warm up | Students are warmed up and know the tasks for class | Greet the class Get students into their groups from last week, make sure they have their worksheets and give out spares as needed. S are told that this is their main working time to prep for their presentations. Remind them of the stipulations from lesson 27: make an infomercial, all S must speak, 2-3m long etc Main goals for the lesson are to finalise their scripts, practise speaking and make sure they have all project criteria fulfilled. | Get students working and check on progress | When students have written the bulk of their commercial and know who will say what | First make sure any students who were absent at the project launch are supported and aware of what they need to do Circulate and support groups with the JTE as necessary, remind students to organise their time and delegate tasks such as preparing pictures etc. Answer any questions and try to make sure students keep talking in English. | Conclude lesson | Praise what's been done well and flag up what is still to be done. | Remind students that there's absolutely no prep time next class and they must have everything ready. Presentation order is secret, so all need to be ready to go from the start of class. Elicit the marking criteria, deadlines and key points they must remember from the class to ensure they've really absorbed the timeframe. | https://docs.google.com/document/d/1fB0rVvl08irE3iqK8UuPGHGkYQGjrQ6EPlWo9iVO9_U/edit?usp=drivesdk | https://drive.google.com/file/d/1VE7Ao5sTMwufeZ23owQD03fkcmAnPZmS/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-02-22 | Mr. Men & Little Misses | Mary Colak | SHS2 | Listening, Writing | Adjectives to describe feelings / mood / tone | video link, computer, print | Mr. Men Show video | Students watch a short video about the Mr. Men characters. | Students watch a short video about Mr. Men. Each character has an adjective describing their character. The teacher describes the characters and their names. | Students design their own character. | Students choose an adjective that describes themselves or an original character. They design a character and then write about him or her. They should write as much as they can about the appearance as well as personality. | Present the characters | Students present their original characters | Students then present their original characters to the class reading aloud what they wrote. They show their pictures as well. All prints are collected at the end of the class and graded. | https://docs.google.com/document/d/1g6JA1aYLkuDkHsBxLyINK-QoRkg5vGGz7WuhvugL4fY/edit?usp=drivesdk | https://drive.google.com/file/d/1piQbDWf0M5Y3oQB7UPwaTSGWzcg3QOiu/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-02-22 | Debate Feedback | Mary Colak | JHS3 | Listening, Speaking, Reading, Writing | OTHER | A little bit of everything review (reading, writing, speaking, listening) during the lesson. | ipads, website link, PC, feedback print, videos | Debate Feedback | Students watch their debate videos and write feedback. | Students will watch their debates that were recorded last lesson. They then receive a feedback sheet stating what they did well on and where they need improvement. There is also a poll to decide which team gave the best presentation and which team had the best OREO opinion statement. | Feedback | Students fill out the feedback sheet. | The feedback sheets are collected and the poll is tallied. The winners are announced. | Test explanation | Students receive information about the final test. | The teacher explains the final test of the semester. An information sheet is handed out and examples are given. The students ask any questions they have about the lesson. | Review game | Students work in groups to answer questions in a quiz game. | Students break into groups of four. Each groups receives an ipad. The quiz game was created using a website called Kahoot. The game includes 20 questions. The ipads work as a game controller where the students select a multiple choice answer that is directly connected to the smart screen in the classroom. The game questions include grammar and culture questions about points they have learned in the third semester. The fun spin on the game are the points. The game is called the unfair game. First the teams answer questions and then they receive points. They only get points if they answer correctly. The `unfair` part is that the points are a mystery. They can decide to keep or give the points to another team. The points might be positive good points or bad negative points. Each question played received these mystery points. The students seem to really like the `unfair` part of the game. | https://docs.google.com/document/d/1C2uULNhks8MWCGVp0_qZh_j1QX-NZDxEjlZzdetAuAU/edit?usp=drivesdk | https://drive.google.com/file/d/1hGIcAAw0d_aN4OilvPsMf-ZCT1rHi_h3/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-02-22 | I want to be... | Brandon Lindsay | JHS2 | Speaking, Writing | Future tenses | Future plans | Think of pictures for the drawing game, 5 minutes | Writing | Students can express their future plans | * Write structures on the board: I want to be a _________ in the future. That's because ______________________. * Give an example and have students write their own sentences. | Mingling activity | Students can talk to other people about their future plans | * Write: What do you want to be? on the board and practice with students. * Have students ask and answer the question to three different people before sitting down again. Monitor to make sure they're doing it. | Comparative review game | Students review how to use comparatives | * Draw two picture on the board, for example, an elephant and a mouse. Then write bigger down below. * Elicit a sentence from the students if possible. If not, write The elephant is bigger than the mouse. Tell them they will have to write comparative sentences like that. * Break them into small groups, with each group having a writer. Draw two more pictures for them to write a comparative sentence about. * When they're finished, have each writer read the sentence. Give them a point for each correct word in the sentence. | https://docs.google.com/document/d/1dyitpUnSVYloXivR4QPsANmCo1DIw_Kyzbb9XiQiM8M/edit?usp=drivesdk | https://drive.google.com/file/d/1_WRACH90_42AmcfrCWeovx0NojUmZ4Va/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-21 | Jobs Battleship | Brandon Lindsay | Jason Packman | JHS1, JHS2 | Speaking | Nouns | Jobs | Print double-sided game sheets for each student, 15 minutes | https://drive.google.com/open?id=1TBAvlJECksFbE8XCzjBkrhGleexJk0S9 | Rules | Student understand the stakes of the game. | * Draw a grid like on the worksheet on the board. * Draw six smiley faces on random grid locations. * Say an example sentence of a location that's a miss, and say something like, I'm safe. * Give another example, saying I'm hit! * Have the students practice making sentences as well practice the in game sentences. Also teach them I'm out! | Teacher vs. Class | Students know how to play the game. | * Give each student a game sheet. Have them draw six smiley faces on their grid, and make sure they keep it a secret from their classmates. Draw a clean grid on the board and fill out your own sheet. * Have each student make a sentence and X off the corresponding location. Tell the class if you're safe or hit, and elicit the same from them. * Continue until you lose or some earlier point depending on time. The winners are anyone with more intact smileys than you. | Student vs. student | Students can make sentences using the language. | * Break the class up into smaller groups. Teacher no longer plays. Now, they will play against each other. Make sure they mark their papers secretly and continue until the end of class. | https://docs.google.com/document/d/1UGetzN2grR0PBqe-EhKorel8cVQHwtTJ8WiHoSyN-nE/edit?usp=drivesdk | https://drive.google.com/file/d/1TrbIX9BD0gS-j_2RoPbYXfP_Ysp0zwYf/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-02-21 | Mr. Men adjectives | Mary Colak | SHS1 | Listening, Speaking, Writing | Adjectives to describe feelings / mood / tone | video links, PC, print | criss cross | Students play a game of criss cross. | The teacher writes a list of adjectives on the board describing feelings (happy, sad, bored, excited, surprised, etc.) and the phrase `I feel...when...` Students raise their hand and make a sentence using one of the adjectives from the list. They then choose down or across and that row of students will sit down. | Video Clips | Students watch video clips about the upcoming activity. | Students watched short clips of a show called The Mr. Men Show. Each character has a name of an adjective that describes their personality. Some classes had a chance to watch the clips in the previous lesson. If they did not, during this lesson they watched the videos. After each little episode (3-5 minutes), the different characters are explained. For example, some of the characters from the videos were Mr. Strong, Mr. Grumpy, Mr. Nervous and Mr. Happy. | Students follow the directions and finish the print. | The front of the print introduces some new characters from the show. They have to 1. Describe a character on the print. They will write a short description of the that character. 2. Then based on their description and how the character looks, they choose his name from a list of given adjectives. The character on the print was Mr. Happy. 3. There are ten other characters and a list of ten adjectives. The students try to match the word and picture. The teacher will give hints to help them match the meaning of the word to the correct character. | Original Character | Students design their own character. | On the back of the print, students will design an original character. They choose an adjective to name the character. After they finish drawing the character, they will write a short description of it including size, shape, color, likes/dislikes, accessories, etc. They can base the character after their own personality or just an original idea. Prints are collected and graded at the end of class. | https://docs.google.com/document/d/1SJWYad3H_NpMzb7T91Nn7_aKqjgonCoA3FkpR2LHo98/edit?usp=drivesdk | https://drive.google.com/file/d/1vbcSNlw-MUzqc6GG-s2Qj0Rm8T7lgO7m/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-02-21 | SHS1 lesson 30: Final review | JENNIFER WILLETT | Also taught by Stuart Dalziel | SHS1 | Speaking, Pronunciation | Conditional 2 (second conditional) - would | Money game cards, pronunciation slap game lists | https://drive.google.com/open?id=1HM08UrQkVAHh-BlYIvOjOoIpwH8F6xnD | Greet the class | S have warmed up | Remind S this is their final speaking lesson in school (SHS2 &3 don't have them) and thank them for their hard work. Remind them they will be taking speaking tests for uni entrance in 2021, so they should not neglect their studies even if they have no formal lessons in speaking. Wish them luck with finals. | Introduce and play the slaps game | S understand the game and have played | Get everyone up into groups of 3 Distribute minimal pairs lists. S should NOT write on this. Demo the game with the JTE and a student. Write two similar sounding words on the board one on the right and one on the left, eg. ship/sheep, light/right. Show the class the hand positions and way to play with the JTE, the S should read out one word of the pair randomly and assign a point, they do this 5 times over. Players sit facing their partner with their hands out in slaps position (hands together, fingertips touching their partners fingertips). The S reading designates A (on the reader's left, and B on the reader's right) The WHOLE CLASS drills ONE minimal pair, this is so that all S drill following the native speaker first to clarify correct pronunciation. After this the reader randomly says a word from the minimal pair 5 times. If the pair slapping in their group of 3 can't hear the difference or understand them then this should tell the reader they need to work on that sound. Students should be told to AVOID katakana pronunciation in an attempt to exaggerate differences (sin-gu and sin-ku instead of sing and think, for instance) A has to listen out for the word in column A and vice versa When they hear their key word they try and slap their partner - while the partner draws away. A point is assigned EVERY play: hit correctly= 1 point draw back faster than your partner can hit you correctly= 1 point ANY mistaken hits etc = opposing player gets a point JTE can join a student if the numbers aren't even. If students slap too hard the game stops immediately- warn them of this beforehand! the goal is to touch (like in kendo) not to hurt Students count points, the most points wins. | Play the second conditional money game | S have practiced the 2nd conditional and consolidated their learning | Set up the money game, make a faster version with fewer cards if desired Questions for the game: 1. If you were god, what would you do? 2. If you could meet any famous person, who would you meet and what would you ask them? 3. What would you do if you saw your friend's boy/girlfriend kissing somebody else? 4. If you could be leader of Japan for one month, what would you do? 5. If you could be invisible, what would you do? 6. What would you do if someone stole your cell phone? 7. If you lost your swimsuit/swimming shorts while you were swimming on a crowded beach, what would you do? 8. What would you do if you got trapped in an elevator? 9. If you could take your class on a school trip anywhere, where would you go? 10. If it was the last day of earth, what would you do? 11. If you could live your entire life in a virtual reality where all your wishes come true, would you live there or in the real world? 12. If you were a ghost who would you haunt and why? 13. What would you do if your mother was a terrible cook? 14. If your son stole your car, what would you do? 15. What would you do if there was a 50cm long centipede (mukade) in your bed? 16. If you could eat any animal that you had never eaten before, which would you try? 17. If you had to change your name, what would your new name be, and why would you choose that name? 18. If animals could talk, which would be the rudest? 19. If you could know the absolute and total truth to one question, what question would you ask? 20. If you had to choose, would you choose to be alone for the rest of your life or always be surrounded by annoying people? 21. What would you do if you found 100,000 yen in your school bag? 22. If you could secretly search inside any teacher's desk, whose desk would you look inside? 23. If you had to choose, would you choose for everyone outside your family to think you are a horrible person but your family be very proud of you or your family think you are a horrible person but everyone be very proud of you? 24. If you could buy anything, what would you buy? 25. If you were a monster, what monster would you be and why? | https://docs.google.com/document/d/1Y2xNt53uMapH6iDP5HFMP9YfhL7PJJmPeILHjjF5AAE/edit?usp=drivesdk | https://drive.google.com/file/d/10oFqZ7JKT1jZqd-qFpQ4-_CSngL2Fa3g/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-02-20 | JHS1 Lesson 24 - Communication Review | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Reading | CAN or BE ABLE TO | MAY or MIGHT | Print the boardgame | https://drive.google.com/open?id=1lF8Sb5EIcdpD0Ov3nzSErElFZWaHTcyKhteZyogxEYE | Greet the class and warm up with some quick questions. | Class have warmed up and have been asked some basic questions about their week. | Remind the students about their speaking test. Have the students turn to page 169 and practice the dialogue one more time with a partner. Make sure that they are completely comfortable with this section as it will be on the speaking test. | Students have completed the dialogue and have had any questions answered. | Model the conversation on page 183 of New Treasure. Students listen and repeat. Pronunciation is checked. | Students have listened to the conversation and have repeated. | Students roleplay the conversation with a partner. Some students can present the dialogue in front of the class. Again, pronunciation is checked and corrected. Any questions are answered. | Students have practiced the conversation. | Demo the Review Boardgame. This will focus on the "Can you...?" question and answer format. Explain the rules before handing out dice and boardgames to the students. This game works best with teams of 4-5. | Students understand how to play the game. | Students play the boardgame. | Students have completed the game. | New Treasure Page 183 | https://docs.google.com/document/d/1wWcFfzGmxcE2c4Uh4v1xWwxacOgG2JZy2gLk0ye7APk/edit?usp=drivesdk | https://drive.google.com/file/d/1a8CGvGt7rOA_H7RyIy9N0WP-ddzl-EqH/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-02-20 | Vocabulary & New Project | Mary Colak | SHS2 | Speaking, Writing | Adjectives | OTHER | Today`s activities focus on vocabulary building and OREO opinion writing. | game rules, vocabulary cards, print, speech topics, speech rubric | Game warm up | Students match adjectives to a noun in a warm up game. | The teacher puts the class into groups of 4 or 5. The students have a piece of scrap paper to write ideas down. The teacher explain the rules and gives an example. A few rounds of the game are played. The teacher will choose a noun and write it on the board. The groups are given 30 seconds each round to write as many adjectives that describe the noun in an appropriate way. If the word given was `cat`, then good examples would be mean, soft, round, hungry, noisy, independent, etc. Bad examples that would not match the word cat would be square, hard, reptilian, etc. Examples of words are shared in each group. | Crazy Description game | Students play a different vocabulary game. | In the same groups, the teacher gives each group a set of vocabulary words. There are two color coded word cards. The blue ones are nouns and the red ones are adjectives. Students put the nouns face down on the desk. The red ones are divided up and handed out to each group member. Each member will take turns choosing a random blue noun card and then choosing one of the red adjectives cards in their hand. The adjectives are a bit different and usually won`t match the noun card. The students have to creatively think of a way to make a sentence or two that makes sense. For example, if the words chosen were `car` and `delicious` then the answer could be, `I made a cake in the shape of a car. It was the most delicious car I ever ate.` Sentences are shared from each group. | New speech project | Students begin working on their next speech project. | Students are given information on the next and final speech for the semester. The speech topics will be lighter and more fun than previous presentation/debate topics. They will continue to use the OREO opinion statement structure to present at least two reasons and examples why they think a certain way on the topic chosen. The topics are chosen at random. They will start by brainstorming ideas and then begin writing. The challenge for this speech is that it needs to be memorized. This is the special English course track with very high level (some near native) English speakers that plan on studying abroad if they haven`t already. | https://docs.google.com/document/d/179NszY26pvI9J5IOhQOI1uPuR2dDpfPceuHrbpRXyb0/edit?usp=drivesdk | https://drive.google.com/file/d/1Oz2Su1TJYMfU0Kii9UZpSZz7i8Y7mh_F/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-02-18 | Final Presentation Term 3 | Brandon Lindsay | SHS1 | Speaking, Pronunciation, Reading | Gerunds and Infinitives | Bring the textbook | Reading | Students are comfortable with the reading | * Ss shadow T. | Finish presentations | All students are comfortable with their speeches | * Remind students of scoring rubric with emphasis on performance over memorization, though telling them performance improves as a result of memorization. * Ss finish their speech, checking with T as time allows. | Final presentation | All students have presented | * Each S presents, with T marking them for performance. | New Crown, p. 102-105 | https://docs.google.com/document/d/130ja2UZTQe7hBsLW41arbh69Rkz8453ATgJ_7jUSl64/edit?usp=drivesdk | https://drive.google.com/file/d/1toDPl2Nfc8rdCTZX56oi4ZKOIjLph6XP/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-18 | SHS3 composition lesson1 | Jennifer Willett | Also taught by Stuart Dalziel and Andy Hughes | SHS3 | Writing | NONE | mock tests, course handbooks, assignment A | https://drive.google.com/open?id=1aLmmuI5ED7LAQsS9fmhZScIMvhDY85JBSs_AM2ADmnA, https://drive.google.com/open?id=11BN8zxepD19RnBHvcm398hjaK3Q6EfhCffNeCYsO9dY | Greet class | Introduce yourself & JTE | Course overview | S understand the course | Distribute course handbook and explain contents Focus on course overview for this term, necessary equipment (they need a folder and paper for every class, explain there are a very large number of handouts as there is no textbook, so they need a system to keep them in order) and expectations re: homework completion, effort etc. | distribute Assignment A and explain homework | students are aware of how to use the homework sheet | Distribute Assignment A. Discuss: Timed draft: completed at home under test conditions. Workshop: completed during class with a partner. Final Essay: completed at home and turned in the following class Students should bring there completed draft to the next class. | Mock test | S take diagnostic test | Determine how much time is left and how many problems they should attempt in that time. You DO NOT need to use all the problems if there isn’t sufficient time. | https://docs.google.com/document/d/1udSw3YcqOisfXqACfAVRFzfEq7_IGvgudiIYBxiUOk8/edit?usp=drivesdk | https://drive.google.com/file/d/1Ik0ENYAs7C3m9FqPna6Uoh0JHDFFDaL-/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-02-18 | Review | Stuart Dalziel | J Willett | JHS3 | Listening, Speaking, Grammar | OTHER | Review lesson convering all this semester's content | Make money game magnetic cards, print worksheets and question list. | https://drive.google.com/open?id=1KRnCOljp07KfvZ2K-kPKZU3-jYVCKk7F, https://drive.google.com/open?id=1Ba09PZ425HjiJQH74bjS24qQ5L-3HSYA | Unfinished Bookwork | Priority in this lesson should first be given to bookwork specified in previous lessons which could not be completed during the scheduled time. | If bookwork is substantial, select the parts most key to end of year test. | Unfinished worksheets / activities | Second priority should be given to any unfinished worksheets or class activities which were not able to perform during the semester. | Again if these will take a substantial amount of time select those you feel would be most beneficial. | Money game. A series of magnetic cards placed on the board in a grid labeled numerically down one axis, alphabetically down the other. Under each card is a positive or negative monetary value. Students placed into teams. Question from list read out. Student who answers correctly can pick a card on the board and win the asigned points for their team. Question list: | All cards have been turned over | Modals review (park warden sheets). If more time remains, these sheets are completed as individual work using the modals learned at the start of the semester. | Bell rings | N/A | https://docs.google.com/document/d/1qnLYpLddrykexnMaIGgUoVjeJX1h2r3XSPe70ZiCznQ/edit?usp=drivesdk | https://drive.google.com/file/d/1M_Clac4KEDmEQsILJMW-YzvUriYmSzdc/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-02-18 | Debate Practice | Mary Colak | JHS3 | Listening, Speaking | OTHER | The students are practicing their debate presentations. | markers for the board, print, debate group list | Debate overview | Students listen and watch as the teacher explains how to do a debate presentation. | The teachers give an example of a debate and breaks down each role for the debate groups. The order is decided and students choose their role in the presentation. | Practice | Students practice their debates. | Students practice in their groups taking turns saying their part. If they can, they try to memorize their OREO opinion statements. The teachers go around checking their written debate grammar and answer any questions. | Mock debate presentations | Students practice their debates in front of class. | Students will go through a practice run of their debate presentation at least once, time permitting, in front of class. Teachers will give pointers on how to improve while focusing on clarity and volume, eye contact with their team members, posture, and overall attitude during the presentation. The graded debates will happen in the next class lesson. | https://docs.google.com/document/d/1IW8b2sSpmBAp5E0mCBJzhg5Wz59anlVqUI-NUZes3oM/edit?usp=drivesdk | https://drive.google.com/file/d/1l__eV7mXmdNt4rYBKY-DEuq9B-ZtcsU9/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-18 | Mini Presentations | Mary Colak | SHS1 | Speaking | Adjectives to describe personality and character | Talking about a person he or she respect while using adjectives to describe his or her character. | prints, grade sheet | presentation prep | Students review their prints and prepare to give their presentation. | The teacher gives the students a few minutes to get out their presentation and prepare or make any last minutes changes. | Presentations | Students give their final presentation of the semester. | Students give an individual presentation on the topic, `A person I respect`. The students, previously worked in pairs to present so this is a little challenge for them to present by themselves. The goal was to use adjectives describing a person`s character from a given list. | Short Videos | The students watch a short video for a preview of the next lesson. | The teacher shows a short video to the students. The clips are from a show called the Mr. Men Show (Mr. Men and Little Misses by Roger Hargreaves) and each character is based on characteristics of one adjective. As the clips are shown, each character`s name and description is explained by the teacher. Next week, they will learn more about these characters and adjectives. | https://docs.google.com/document/d/1kFXT7LAAC18RK7d2SroEUShT1TzH0lOKtuOIB8Uh3-0/edit?usp=drivesdk | https://drive.google.com/file/d/1y3rZd4WJOiTpp4AtA1iqPFhQD3Bc74Ti/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-15 | JHS2 Lesson 28 - Pronouns Review | Andy Hughes | Jennifer Willett | JHS2 | Listening, Speaking, Pronunciation, Reading | Pronouns: Possessive pronouns | Pronouns: Reflexive pronouns | Create Touch It game | https://drive.google.com/open?id=1pJpoquqAFkwCeUy_TAN90Xq8xX08B3yyLzAUrHMQJD8 | Greet the class and warm up. Ask a few students the question "What do you think of...?" and have them answer using pronouns and as much detail as possible. Follow up their answers with another question to prompt more detail. | Students have warmed up. | Criss Cross. Have the students take a minute or two to think of their own original question which they can then ask to another student of their choice. Allow this to continue for roughly five minutes. | Most of the students have had a chance to ask and answer questions. | Review page 147 communication exercise. This dialogue will feature on the test so make the students aware and go over any common pronunciation issues. | Students have listened to the conversation again and have had any questions answered. | Students read the conversation with a partner for a minute and then read in front of the class. Pronunciation is checked. | Students have finished the communication exercise. | Model the 'Touch It' game with the JTE. Carefully explain the rules. Answer any questions. | Students understand how to play the game. | Groups of 4-5 S, they play rock, scissors, paper and the winner uses the phrases on the sheet. The winner secretly pick one hexagon and reads the prompt question (e.g. What do you think about Donald trump?.'). The other 3 S must locate the hexagon with the prompt question before their peers and touch it first (like karuta). The fastest student can then answer the question WITH a pronoun 'I think he's very rich'. If they're correct they can colour the space (each S should use a different colour, no students are allowed to use black). Gameplay passes to the left, so that the S who spoke previously can now participate in searching/touching. The winner at the end is the S with the most spaces coloured. If students speak Japanese the teacher should be notified, teachers use black pens to cross out a point gained by that S as a penalty. | Students play the 'Touch It' game. Continue for as long as time permits. Walk around the class to make sure that the students are answering the questions using full sentences. | Students have completed the game. | New Treasure Page 147 | https://docs.google.com/document/d/1APnAe_eSXPXWdKKV9X_F9OVics1e_0Fi1RK5KYLizfI/edit?usp=drivesdk | https://drive.google.com/file/d/1FFDrd4m29IChrBlVvbfpqILuJl-KK2y_/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-02-14 | Presentations | Mary Colak | SHS1 | Speaking | Adjectives to describe personality and character | video links, pc | Presentation warm up | Students take out their prints and prepare to give presentations. | The teacher gives the students a few minutes to prepare themselves before they give their presentations. This is the last presentation of the semester and the theme is `A person I respect.` They must use various adjectives to describe the person and give examples of why those words were chosen. | Presentations | Students give their presentations. | Past presentations have been done in pairs. For the last presentation of the semester, the students give individually. They talk about a person he or she respects and use several adjectives (from a given list) to describe that person. Many of the students have improved over the semester with speaking, presenting, and use of English. | Feedback | Students get feedback from the teacher. | The teacher gives an overall summary of how the presentations went, areas they did well on and areas that need further improvement. | Short video | Students watch a short video with explanations by the teacher. | In preparation for the next lesson, students watch a short video as a preview for the upcoming activity. The show is called the Mr. Men Show. It is about different characters whose names describe their own characteristics (Mr. Happy is always happy, Mr. Grumpy is very grumpy, etc.). Next lesson, the students will talk about some other adjectives and characters. | https://docs.google.com/document/d/1DMTk4c60OU_4-32wvBhkL_9id3otpnInP4MMi6QXl88/edit?usp=drivesdk | https://drive.google.com/file/d/1NQUAJAuRglk9cOFxnIQapYtF54kQSlKA/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-02-14 | Pronunciation Workshop | Stuart Dalziel | Jen Willett | JHS3 | Pronunciation | NONE | Printing and cutting out worksheets. Maybe get familiar with the academic word list ahead of time. | https://drive.google.com/open?id=1V43rHvHIjY1AumZhtw33F8ju2OQcCr_o, https://drive.google.com/open?id=17-iX-S_uYmQq0BpQMaE3JY89j-wS7ktW, https://drive.google.com/open?id=1s34sOlaH5dYQSz66bAIlCbhOaeQ1GbVl, https://drive.google.com/open?id=11lOX-OsNjLBe5gUGRV5Ok7GRtUG4BQgF | IntroStudents informed that today’s lesson theme is pronunciation and that there will be a variety of activities aimed at testing this often overlooked aspect of communication. Importance of pronunciation, its various aspects (intonation, stress, speed, volume, accuracy) and common errors for Japanese learners (V/B, L/R, consonant clusters, flat intonation) can perhaps be discussed to set the scene. | Scene has been set! | John’s story:One row of students given sheet A, the adjacent row sheet B. A and B should sit back to back with their chairs touching and a pen and the worksheet in hand. They each have a copy of the same story with different words missing and must communicate clearly to each other to allow for filling in the blanks. Spelling out words is not permitted! | Most groups have finished | ABBAABBA is optimum seating pattern to avoid cheating or accidental overhearing! | Pronunciation Bee:Ss compete in rows. First S in each row stands up. Teacher boards a word with tricky pronun from the teacher’s academic word list. Each student in turn takes a go at pronouncing it. Teacher models correct native pronunciation and then awards point to closest effort. Second S in each row then stands up, rinse and repeat until all rows completed (can be played a couple of times if going well of course) | Every student has spoken at least once | The Pronunciation Game:Ss split into groups of three to play the pronunciation game. One sheet per group. One student is the pronouncer, who says one of two similar words. Remaining Ss play the “slap game” to a best of five, but one student can only slap when they hear word A, the other word B. Slapping at wrong time constitutes a loss. After five rounds played, swap roles and move on to second pair of words. | Lesson ends or all teams finish | Buffer: Good vs Bad TouristsIf more time remains, Students flip the sheet and complete the good VS bad worksheet as a trio. | Bell rings | This activity is not pronunciation focused and only serves as a buffer in the unlikely event class finishes ahead of schedule. | N/A | https://docs.google.com/document/d/1RD__GKzbSdrJGmLX3zVow481ZuwsosJlA7mu56KHwIc/edit?usp=drivesdk | https://drive.google.com/file/d/1qwS7L8N9dfGzH0rd3pb-ZamQ3ZQg1kp7/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-02-13 | Presentation Test Term 3 | Brandon Lindsay | JHS1 | Speaking, Writing | Past simple tense | My favorite memory | Prepare a grading sheet, 10 minutes | Practice time | Students are ready to present | * Reemphasize grading criteria. * Give students 5 minutes to practice. Spot check where necessary. | Presentations | All students have presented | * Each student presents. T records grades. | Prepare for interview test | Students understand and prepare for the test | * Pass out question worksheets. Go over the questions, their meanings, and how to answer them. * Students fill out the worksheets. * Students practice answering questions in pairs. | https://docs.google.com/document/d/1dVJTOALDwfyawBY49rQdG0IanKO5oIi5sgnSwycrMm8/edit?usp=drivesdk | https://drive.google.com/file/d/1t7Gnescz1GXod2nOydpirIa8KjU3w-1M/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-13 | Final Presentation part 1 | Brandon Lindsay | SHS1 | Pronunciation, Writing | Gerunds and Infinitives | Rules for living | Prepare some example topics for the speech, 5 minutes | Reading | Students are more familiar with pronunciation in text | Return workbooks | All students have their workbooks | Begin writing | All students can finish their speeches before the deadline | * Give the framing sentences: Hello. I make it a rule to ___________. ~ ten more sentences ~ That's why I make it a rule to _________. * Give examples of rules and reasons. * Students can adapt their workbook speeches or write something new. | Crown 1, p. 99-102 | https://docs.google.com/document/d/1uC3Nyeo6JY7r2inKgbHeuzq7zpXBUEWSBEWXV1p4baA/edit?usp=drivesdk | https://drive.google.com/file/d/1Ndapg8zUsQAAnOUD2lGfbsrvTBBzqQ8y/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-02-13 | JHS1 Lesson 23 - Asking for Permission | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Reading, Writing | Questions and short answers | Print question sheets | https://drive.google.com/open?id=1v08O6QWPYNiUauTdqKDalmozdcbrhmQWS-lJFF4TLms | Greet the class and warm up. Ask the JTE some simple questions using "May I...?" JTE can answer using a variety of responses to teach how to grant or refuse permission. Example - "Excuse me, may I borrow 50,000,000 Yen?" "No! Absolutely not." Questions can be quite silly to encourage the students. A few simple questions can then be asked to the students. | Students have warmed up. | Conversation drill. Listen and repeat the dialogue on page 183 of New Treasure. Pronunciation is checked and any questions answered. | Dialogue section completed. | Students practice the conversation in pairs. Volunteers can present their dialogue to the rest of the class. | Some students have had a chance to present their conversation in front of the class. | Addition vocabulary. Teach the class some extra vocabulary that they can use when asking for permission. This will help with the next activity. | Students have gained some new vocabulary for the next activity. | Model the "Asking for permission" sheet with the JTE. Make sure that the students understand that they must ask questions to several students rather than just one. | Students understand how to complete the challenge. | Students play the "Asking for permission" game. Each student is given one copy of the worksheet and must find nine other students to ask a question to. "May I...?" The other student can grant or refuse permission. Students must write down the name and answer of the student they are questioning. This game should last roughly 10 - 15 minutes. | Game has been completed. | New Treasure Page 183 | https://docs.google.com/document/d/1j8UyI2UudF-hI86qYT5ofedFTqmRJeqkxKQeAevWSqw/edit?usp=drivesdk | https://drive.google.com/file/d/1dYEoyc2hwTv0eaw95zJKG2PTLIxNii-t/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-02-13 | One sided presentations | Mary Colak | SHS2 | Listening, Speaking | OTHER | Continuing with OREO style opinion statements in a one sided `debate` opinion presentation. | grading sheets, prints | presentation prep | Students practice their speeches before giving their presentation. | Students have a few minutes in the beginning of class to practice their presentations again. They can ask the teacher any last minute pronunciation questions. | Presentations | Students give their presentations. | The teacher randomly chooses students to present their opinions one by one. They must state their topic, give at least two reasons and examples why they agree or disagree and are given bonus options. For this presentation, they are recommended to work on their presenting skills and memorize their speech. They are also given bonus points if they comment on another person`s presentation saying whether they agreed or disagreed with the stated opinions/reasons. | Feedback | Students hand in their papers and are given feedback. | After presentations have finished, they hand in their written presentation. The teacher then gives some feedback on how they did. | https://docs.google.com/document/d/1juZH1BxclV3EIePN3AiFnOV-aoreSvj0ENrT2smqKns/edit?usp=drivesdk | https://drive.google.com/file/d/1M47tyLDDvqO9t_ICdaxuG5OKBeEJGAYZ/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-12 | Final Exam Prep | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking, Writing | Eiken interview practice | Nouns | Shopping | Bring flashcards and printouts for each student, 20 minutes | https://docs.google.com/document/d/1iuoZVvMGjB6yRO-kancDS5NqSK8b3XUEqzOnF0jgNUU/edit | Explain final test | Students understand the expectations for the final test | * Explain that the final test next week will require students to look at a picture and talk about it for 30 seconds. They will be graded on grammar and fluency. | Listening activity | Students understand what kind of sentences to use for the test | * Students listen to 12 numbered sentences about shopping. They listen and write the number next to the corresponding picture. When finished, elicit stores for each number. * Example sentences: 1. This hat is expensive. 2. This comic book is interesting. 3. This teddy best is cuter than that one. 4. Where is the ice cream? 5. These Android cases are cool. 6. This book is more expensive than that magazine. 7. How much are these boots? 8. I really like the green T-shirt. 9. The red shoes are bigger than the blue shoes. 10. The apples are next to the oranges. 11. The iPhone charger costs $10. 12. The LEGO Millenium Falcon looks super cool. | Sentence writing | Students can understand their classmates' sentences and choose the corresponding picture | * Ss will write as many sentences they can about the different stores within a given timeframe. * Next, each S will read one of their sentences out loud. All other Ss listen and write their name next to the store they talked about. Continue until every one has gone once. * If time remains, Ss can practice for the test with a partner. | https://docs.google.com/document/d/19wQ8kvjzNUhPCEMqlrl72u7fpSpCjXZoBgk6fsXA9Eo/edit?usp=drivesdk | https://drive.google.com/file/d/1uwe4VfIepM76Fy5V04KTmiUBZtHpiPTG/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-02-08 | Mini Presentation Intro | Mary Colak | SHS2 | Listening, Speaking, Writing | OTHER | Focusing on giving opinion through the OREO method and including reasons and examples to support the idea. | print, markers for the white board, topics, warm up activity mad libs | warm up - mad libs | Students provide parts of speech examples to complete a story. | The teacher asks the students to provide parts of speech (adjectives, nouns, verbs, etc.) to fill in the blanks of a story. Once the story is completed, the story is read aloud. The students enjoyed the silly-ness. | Mini presentation introduction | Students receive their next project and listen to the details of how to do. | The teacher introduces the next topic and project. They are to write an OREO opinion statement giving two reasons and examples about a topic. The students are given a list of topics they can choose from. They can agree or disagree (ex. should cigarettes be banned?, Does global warming exist? Does technology makes us lazy?, etc.) Any questions are answered about the details of the presentation. | Brainstorming and Writing | Students bounce ideas off of each other and decide a topic. Then they start writing their presentation speeches. | Students can share the same topic but write their own ideas. There will be a challenge to the presentation. 1. They are recommended to memorize the speech. 2. They are asked to refute or comment on someone else`s speech during the presentation day. This will help them prepare for their upcoming final presentation. The lesson goal is to finalize their topic choice and write as much as they can on their topic. Speeches will be given next lesson. | https://docs.google.com/document/d/1fJ4S7jSBjJOk-Q_jfsxwdVorlgkTunEkFeJa9d1WIes/edit?usp=drivesdk | https://drive.google.com/file/d/1RVd4RTyRHbnMEwwK-tkW8-D-CUhFZPxA/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-08 | JHS2 Lesson 27 - Possessive Pronouns | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation | Pronouns: Possessive pronouns | Print boardgame | https://drive.google.com/open?id=1FHgpIoUFqO3Gi46lZaLUQRSy4GzbwWOALFuIvlxfJDg | Greet the class and warm up. Criss cross some questions from the previous lesson to refresh their memories. Eg - "What do you think of...?" - "He/she/they..." | Students have warmed up. | Listen and repeat - New Treasure page 154. | Students have repeated the dialogue. | Students practice the dialogue with their partner for two minutes before presenting in front of the class. | Students have read the dialogue and understand all of the vocabulary. | Ask a few students some questions based on the previous dialogue. Eg - "What is the best thing that you can recommend to me?" Allow the students to ask each other in pairs. They must think of something special from their hometown and use pronouns to describe it. | Students have shared some answers. | What is a possessive pronoun? Explain the (absolute) pronouns for this lesson - mine / yours / his / hers / its / ours / yours / theirs. Give some examples and give the students a chance to try. | Students understand the use of possessive pronouns. | Demo the boardgame with the JTE. | Students watch a few rounds of the game and understand how to play. | Students play the boardgame in teams of four or five. The students should be familiar with the format. All that is needed is the boardgame sheet and a dice for each team. Allow the game to continue for as long as time permits. | Students have finished the game. | New Treasure page 154 | https://docs.google.com/document/d/1rctJ8-0V56GZw9VaP9yRkb4DEU6F5LgrZcgZVdxve9I/edit?usp=drivesdk | https://drive.google.com/file/d/1N0_5x-VTQ0tGaRUO3Fodh4fhNG0IxQTw/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-02-08 | Which is the Biggest Planet? Part Two | Stuart Dalziel | JHS3 | Grammar | Verb tenses | Print worksheets, cut up strips | https://drive.google.com/open?id=1yEUOk_-vceIkRb1qKKfoi_96klb508Fl, https://drive.google.com/open?id=1jBTu8kVuURy2TCQobwQIDB6p7Tb_FixR, https://drive.google.com/open?id=1Xso4VE1QgkGSTzi-AU3E50z_7qzEy4bR | Verb Form Dash:Each main English language verb form elicited from the class and boarded with the example verb “eat”:I eat, I ate, I have eaten, I had eaten, I am eating, I was eating, I have been eating, I had been eatingBoard then split into as many sections as there are student rows. Each section given a different pronoun and verb. Rows must dash to complete each verb form on the board, passing back the chalk to a new student after each entry. First team to finish wins. | First team has finished | Use irregular verbs | Bookwork:Ss complete P.119 D, answers checked. | Comprehension has been checked | Past PartnerticiplesHalf of class each given an irregular V1 on paper (eat). Half of class each given a corresponding irregular V3 (eaten). Students mingle and try to find their partner. A: “What is your verb?”B: “My verb is ___________”A: “Oh, mine is ___________. We match / we don’t match” | Everyone has found their partner | May be one odd student depending on numbers | WorksheetsPresent simple VS present continuous worksheets given out and completed as individual work. Check as a group. | Answers checked | BufferIf more time remains, Students complete the “10 things you can do” worksheet in pairs as a speaking challenge, alternating turns and choosing a category for each other. Play until bell rings. | Bell rings | Timezones 3, Unit: 12 P119 | https://docs.google.com/document/d/1lHWmNi2NWwnTFw3Y4xbmAY7zfKxqb1U8TFI5sPLkDXM/edit?usp=drivesdk | https://drive.google.com/file/d/1OrbeMpYyLQe9Z3P90mxQIQvqhDTUBDqQ/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-02-07 | Vocabluary Building | Jason Packman | Brandon Lindsay | JHS2 | Writing, Vocabulary | Nouns | Eliciting vocabulary one can buy at the store | Flash cards | Shiritori-like Game | Students have provided tons of vocab | T reviews the six shops studied in previous weeks. T chooses one. T tells students they will play a shiritori-like game. Like Shiritori, S will form teams and one by one come to the board and write an english word. Unlike shiritori, the next word does not have to start with the last letter of the previous word. Instead, the next student just writes another item that can be bought at that store. Round can last from 90 seconds to two or three minutes. When round ends, T checks the answers for spelling and teaches meaning/pronunciation of new words that are on the board | Quiz | S have done the quiz | Teacher does repeat after me quiz. T uses "I am looking for .." and then uses vocabulary elicited today. T writes 3 sentences on the board | Quiz Game | S can come up with a new item based on a comparative or superlative question | Break students into teams (half and half or per row). Have students stand up. Ask a comparative/superlative question based on vocab elicited "At the toy store, what is more expensive than a teddy bear" Student that can answer with a full sentence gets a point for their team and then can sit down. team that sits down first wins. | https://docs.google.com/document/d/1hLGOc14ccaVC-gqMrpITp-RWIpRIna6YdjVnetkYQlo/edit?usp=drivesdk | https://drive.google.com/file/d/14e84dHEG11SLkbbQ79aperlUQHEHZOdz/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-02-06 | Debate preparation | Mary Colak | JHS3 | Listening, Speaking, Writing | OTHER | OREO opinion writing, debate preparation | group assignments, debate topics, print | OREO review | Students review what an OREO statement is and write an example on the board with the teacher. | The teacher reviews OREO statements and gets the students help while writing an example on the board. Any questions are answered. | Debate groups | Students are broken into groups and start to prepare their debate topics. | The teacher assigns groups of four for a two vs two debate. The students move into groups. They are given a random debate topic. The teams in the group decide which side they will debate (for or against) and begin writing their ideas. On the print, they will brainstorm good and bad points for the topics. Then they will write their OREO statements for the debate. | Debate check | Students have their work checked by a teacher and start practicing their statements. | Students have their statements checked for grammar and to make sure they have all the requirements of an OREO statement. Once their group is checked, they will start to practice saying their ideas aloud. Some groups practice in front of the class. They will be given more time to practice their debate as a rehearsal before the real debates begin. | https://docs.google.com/document/d/1iVrxVIhMOvaDipDNKF2bpPC6mvqSoAMNXLgRCem_aUY/edit?usp=drivesdk | https://drive.google.com/file/d/1Zn_saLZCfASk4OV6CQqt0n-KvCoyPoOB/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-06 | 1 vs 1 Debate feedback | Mary Colak | SHS2 | Listening, Writing | OTHER | The point is to watch their debates and give themselves feedback on how they can improve. | video recording, PC, projector, markers, print, feedback sheet | debate feedback | Students watch their previous debates and give themselves feedback. | The teacher plays the previously done 1 on 1 debates. As students watch their own debates, they write a self feedback sheet about their strengths and what they need to improve for next time. | OREO review | Students review the basics of OREO opinion writing and prepare to create their own. | A quick review is given to students about what an OREO is and how to write one using key phrases. Then an expansion is explained on how to give another kind of OREO refuting the side not chosen during a debate. So for a regular OREO, choose a side and write why you think that side is better. For the expansion OREO, write why you don`t think the other side is better using bad points to explain why. | OREOs | Students choose a topic and write 2 different OREO opinion statements. | Once students understand how to write the two types of OREOs, they choose one of the three topics (salty snacks vs. sweet snacks, snow vs. rain and books vs. movies) on board and write their statements on the given print. If they don`t finish during class time, they must finish for homework and hand in the next class. | https://docs.google.com/document/d/1iTFpqLz7c2_DJiALtYFjqj5kMgYuob7Z_8hPI3VnRe0/edit?usp=drivesdk | https://drive.google.com/file/d/1nlJaGkoGSrJ4mmnmcIcXdMpv6jBMxXQG/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-02-06 | A person I respect | Mary Colak | SHS1 | Speaking, Writing | Adjectives to describe personality and character | Using various adjectives to describe a person that a student respects | criss cross warm up | Students answers questions related to the lesson topic while playing criss cross. | All students stand up. The teacher asks a series of questions asking students to use various adjectives that describe a person. Students answer by saying (someone) is (adjective) because... and then choose across or down row to sit. This repeats until all students are sitting. The warm up will review and go over vocabulary that will be used during the lesson. | Brainstorming | Students think and discuss with their classmate different people worthy of respect. | A print is handed out and the topic is discussed. Students will write about a person he or she respects. During the brainstorming portion, they discuss possibilities with their neighboring classmates. They narrow down the list of people and decide who they will write about and which adjectives to use to describe that person. The print includes a list of adjectives to choose from. | Writing and checking | Students write about a person they respect. | Students then decide the person they respect and write about that person. They must use a certain number of adjectives from the given list on the print. They will also give examples describing that person. If they finish early, they can practice saying their written work and having it checked by the teacher. The finished prints will be presented in the next class. | https://docs.google.com/document/d/1tffiC_7w5nn2E5VaXPqE_dEv5aNGDl8FvwaL9848iac/edit?usp=drivesdk | https://drive.google.com/file/d/1GTa5omHOSQCqS5i5NgJsPqkPSrH_Z2ec/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-02-04 | Prefectures of Japan | James Modlin | JHS2, JHS3, SHS1, SHS2 | Listening, Speaking, Writing | Questions: WH questions | A template and word search for each student. | https://drive.google.com/open?id=1oIJtm74BuTzNvogbV5gva0QmsuVMskJm, https://drive.google.com/open?id=1Lic6ct288AwXsVdtcIRj3850-i1tzN1H | Write 47 on the board. Elicit what the number might mean (answer: number of prefectures). Practice pronunciation. Divide the class in half and have the students write the prefectures in Roman letters on the board, as many as they can in five minutes. The team with the most at the end wins. See notes below for spelling details. | Once five minutes are up and we've tallied the numbers. | し=shi (not si); つ=tsu (not tu); ち=chi (not ti); Tokyo, not Toukyou; Osaka, not Oosaka; Niigata. | Dictation. See notes below. | Once everyone has written down what they hear and we check the answers on the board. | A: Where in Japan do you want to go? B: I want to go to Okinawa. A: What do you want to do there? B: I want to see Shuri Castle. A: Anything else? B: Yeah, I want to eat sea grapes. | Students write their own answers in B. | When they finish that, have them memorize their answers and perform the dialog with the teacher. | Hand them a word search once they are finished. | https://docs.google.com/document/d/1WUrKop9oghc736aq9vTG_j5Fv50aF2qycddOoDvmrig/edit?usp=drivesdk | https://drive.google.com/file/d/1v9HuMsWebJ02sdaqgBTBP1dfRgQHl6Il/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-30 | JHS2 Lesson 26 - Objective Pronouns | Andy Hughes | Jennifer Willett | JHS2 | Listening, Speaking, Pronunciation | Pronouns: YOU and THEY to talk about people in general | Print Battleship Game | https://drive.google.com/open?id=1J-ScjCxXhZxKwdIDQjrgDiYDKyOwhBs2FNFwwzK7IPw | Greet the class and warm up. Refresh their memories on some of the subjective pronouns that they were taught in the previous lesson. Students can criss cross some questions eg : "What do you think of ______?" Students must answer using pronouns. | Students have warmed up. | Make the students aware of the difference between a subjective pronoun and an objective pronoun. Show them how the pronouns take on a different form eg : I becomes Me, He becomes Him, They becomes Them. | Students understand the difference between the two pronoun forms. Any questions are answered and the remaining objective pronouns are taught. | Students listen to the dialogue on page 152. | Students have listened to the dialogue and have had any questions answered. | Listen and repeat. | Students have repeated the dialogue. Any pronunciation mistakes are noted and drilled. | Students practice the dialogue with a partner. Students can then volunteer to act out the conversation with their partner. | Students have presented the conversation in front of the rest of the class. | Speak and Check. Students complete the speak and check challenge to double check their understanding of the pronouns. | Students answer all of the questions correctly. | Model the Battleship game with the JTE. Make sure that the students completely understand how to play as this is their first time playing a game in this format. | Students understand how to play the game. | Students challenge a partner in the Battleship game. | Students have completed the game. | New Treasure page 152 | https://docs.google.com/document/d/1mbfeaFnMXLshimzfX_pJ991_sld7OIWTz70ief7nU24/edit?usp=drivesdk | https://drive.google.com/file/d/1iXs--uTaCh7oiCyO_sC1SgD6EfPUXoET/view?usp=drivesdk | ||||||||||||||||||||||
| 2019-01-30 | Pair Debates | Mary Colak | SHS2 | Listening, Speaking | OTHER | This class is a special language course at the school and they have high level English classes focusing on various themes. The theme of this semester is giving opinions and debates. Today`s lesson is one on one debates. | chairs, debate survey, debate print, score cards | Lesson overview and prep | The teacher overviews the lesson and the students prepare to debate. | The lesson overview is given. The debate area is set up. A video camera is also readied so that the students can watch their debates later and give themselves feedback. (Also, two of that classes` English teachers are currently on a study abroad program overseas and will watch the debates when they return.) Students talk to their debate partner about last minute concerns and prepare. | Debates | Students give their debate in pairs. | This is the classes` second round of debates. The first time was 2 vs 2 and this time is 1 vs 1. They must include an opening statement, a question or comment to the opposing side and a closing argument. They are encourages to not read from their notes. | Feedback and survery | Students fill out a survey on the debates. | Students fill out a survey on the debates they just watched. They decide who was the best debater and why. The poll is tallied and the winner will be announced in the next class. Feedback is also given to the students about their overall achievement during this round of debates. | https://docs.google.com/document/d/1m2K9aYIs4Ar6UuGMPvp2l8uxXIVTmLQjm73NWy1AWFg/edit?usp=drivesdk | https://drive.google.com/file/d/14MPJ-bJgFvBkljC05igVGlW_232FdGrR/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-30 | JHS1 Lesson 22 - Making Plans | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation | Future simple tense expressed with WILL | Print Party Invitations Worksheet | https://drive.google.com/open?id=16TP0iXb2L2YyeNtx-koySA5BIPsqOL8ht5hRGSE8XQU | Greet the class and ask some warm up questions. "Will you...?" Students can criss cross the question to other students. Do this for roughly five minutes. | Students have warmed up. | Review the dialogue on page 169. Teach the students about other kinds of parties that people have in other countries as well as in Japan. Dinner party, farewell party, welcome party. Elicit some other ideas from the students. | Students have reviewed the dialogue. | Students practice the dialogue and then read aloud as a class. | Students have revisited the dialogue and have had any questions answered. | Talk to the JTE about their dream party. Write the ideas on the board as this vocabulary will aid the students in the next task. Questions : What kind of party? Where is it? When? What time? What kind of food? | JTE has helped create some ideas and vocabulary for the students to use for the next task. | Using the previous vocabulary, model the party invitation with the JTE. Invite some of the students to bring some more ideas and add some more vocabulary. | Students are prepared for the next task. | Students work in pairs to create their own party invitation. After filling in their invitation, they must walk around the class and invite their friends. | Students have completed the worksheet and asked their friends questions based on the taught structure. | New Treasure page 169 | https://docs.google.com/document/d/1Xpumip2BWLnaEZIv3xVhk_LW_pDqAjhabolEw3yEzbQ/edit?usp=drivesdk | https://drive.google.com/file/d/1cDKI0irUAkm8oyUcLHIhV8hVhw-1Udm4/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-01-29 | JHS2 Lesson 25 - Subjective Pronouns | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Writing | Pronouns: YOU and THEY to talk about people in general | Print Pronouns Activity | https://drive.google.com/open?id=17oKYEXvxt4o_xT14u0MEuF1Gp-7suGUwMDeFWb09duQ | Greet class and warm up. Ask the class a few simple questions "What do you think of...?" This will give them a good introduction to pronouns. Write the different pronouns on the board. Allow the students to ask each other questions. Eg - What do you think of ______? - I _____ him/her/them. He/she/they _________. Students can add more information. Their answers should be at least two sentences using the pronouns. | Students have warmed up. | Introduce the other pronouns that can be used in the place of other nouns. The subjective pronouns focused on are - he, she, I, we, they, you. Give some examples of how these can be used in the place of another noun in a sentence. Elicit some answers from the students. | Students understand how to use subjective pronouns. | New Treasure page 150 . Read the dialogue with the JTE. Ask the students if they can find the subjective pronouns within the dialogue. | Students can identify the pronouns and have answered correctly. | Listen and Repeat. Students listen and repeat the dialogue. Any questions are answered. | Students have had their pronunciation checked and any difficult words explained. | Students practice the dialogue briefly. | Students have had a minute or so to practice the dialogue. | Model the activity worksheet by asking the JTE "What do you think of...?" JTE gives an answer and the structure is written up on the board. The JTE can then ask a question to elicit a different pronoun in the answer. | Worksheet has been demonstrated. | Students complete the "What do you think of...?" worksheet with a partner. Each student has their own sheet and must create their own original question to ask their partner. | Students have completed the worksheet. If possible, some students can share their answers in front of the class. | New Treasure page 150 | https://docs.google.com/document/d/1pQzFnE-sVZZIKQPPsz7ArGxIE6BbbjvgzqeCC8OtDdQ/edit?usp=drivesdk | https://drive.google.com/file/d/1KiU3Hc0B7AL-Mv5LPhIttXnuDCrA8IoT/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-01-29 | Flu Day Fun and Games | Jason Packman | Brandon Lindsay | JHS1 | Listening, Speaking, Pronunciation | v/b | Questions and short answers | Minimal Pair Worksheet, Playing Cards, Bingo Cards and Numbers | https://docs.google.com/document/d/1SXK1q_ynbg1D-H0h6KHEwUKLIROayNnjexosyc9ru9s/edit?usp=sharing | Minimal Pair Practice | Students can better recognize the difference between /b/ and /v/ sounds | T demonstrates how to pronounce a /b/ and /v/ with examples that are difficult (for example video). T then drills the words on the sheet, followed by a short quiz where T says one of the minimal pair words and S circle what they hear (hopefully the correct word). T reviews answers and give a few minutes to do a word search | Go Fish | Students can ask for things | * Introduce the following: So and so, do you have a jack? Here you are./Sorry, go fish. *Demonstrate how to play go fish. * Break class into groups of 4 or 5, then hand each group a deck. Assign a dealer and clarify rules if necessary. | Bingo | Can say and understand the numbers 1 to 75 | T passes out bingo cards. T then reviews numbers 1 to 75 on the board. T pulls a card from the deck and calls the number out and erases on the board. T gives deck to student. S calls next number. Deck rotates around the room w/students calling out numbers | https://docs.google.com/document/d/1NKG15n3iwjKSx6Uh9O-KnQu4s98JI1bHeJpTqqMn-h0/edit?usp=drivesdk | https://drive.google.com/file/d/1CDCd4TzEfEt03NNhBNVYCGoWIm2IRGo7/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-01-29 | Semester 3 assessment plan | Adam McDougall | Necole | JHS1, JHS2, JHS3 | Speaking, Pronunciation | Speaking about personal interests | Eye contact, Gestures, emphasis / enthusiasm | OTHER | speaking and presenting. | Assessment projects | students have been given a number of weeks to work on projects and have their work checked. | J1 - Show and tell | students are to bring an object or photo from home and tell the class about it. | students have been told to memorize their speeches. individual work. | J2 - Pamphlet presentation | students were asked to design and create a pamphlet for an imaginary business and will present their creation to the class | students may read small pieces of information off the pamphlet but should speak freely and without other prompts or assistance. groups of 2. | J3 - Dream school. Poster and presentation | Students design their dream school and create a poster based on the idea. the poster and school information is presented to the class. ie K-pop school. Sleep school. Party school etc. | Groups of 4. | https://docs.google.com/document/d/1Ut6whYbo-TCM4b1oUUUO9OvqNSjwDONhm0eMdxn4yLQ/edit?usp=drivesdk | https://drive.google.com/file/d/1MOva7OwiRMufojGRlxXDYBr-cv5JNMbn/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-01-28 | Email presentations | Brandon Lindsay | SHS1 | Speaking, Writing | Modals | Email writing | Check vocab words in textbook and prepare grading sheet, 15 minutes | Reading | Students can pronounce the words in the text | * Students read the selection one sentence per student. | Finish writing emails | Students can present successfully | * Explain grading criteria. * Give students enough time to finish emails and check anyone who wants checking. | Presentations | All students have presented | * Have students present their writing. * Grade based on established criteria. * Provide any general feedback if time allows. | Crown 2, p. 102-105 | https://docs.google.com/document/d/1kdPbU5D6OUmEJOMo8bX29EHwGfHpCHGr6kTV8Pc3B14/edit?usp=drivesdk | https://drive.google.com/file/d/1BdHQpVJluYSHODQ0pOCmjoQgsiUelMbB/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-28 | Which is the biggest planet? | Stuart Dalziel | JHS3 | Listening, Speaking, Reading | Verb tenses | Space / Solar system | Print and stick up posters, read teacher cheat sheet, acquire CD player | https://drive.google.com/open?id=1ZFB8MKRMIPm6cSrz7U-Tr0MGf28G8XWY, https://drive.google.com/open?id=18OMaRI_XHGlTwmiS_bigolLsi0fN-CMT, https://drive.google.com/open?id=1RFOHEzwDe8vR8YSq3OetwN9EiK8GZF_m, https://drive.google.com/open?id=1l8DgPdZzMuX2zzzPQBezawspeGAmSuhr | Memory Aids:The following sentence is boarded: “Mr Thomas was the first sleepy salaryman”. Ss told this sentence has a connection to the word “week”. Asked to spot the connection (can give further hints as go on such as underlining first letter of each word (these represent days of the week). Ss told that this is a kind of memory aid, and that the listening they are about to hear includes such a memory aid for the order of the planets from the sun. | Ss understand the concept of this kind of memory aid. | Listening:Ss complete P.116-117 A and B, including writing down the memory aid used in A. | Answers checked as a group | Make sure to point out the connection between the picture and the numbers. | Conversation:Students given the following conversation structure:A: Which planet is your favourite?B: I like _________A: Why?B: Because____________A: Do you want to visit thereB: Yes I do / No I don’tA: Why / Why not?B: Because ____________ | Teacher elicits a few examples at the end. | Teachers can act out the roleplay first, giving several examples of reasons that might be given. Ss then mingle, speaking to at least 5 peers. | Poster Dash:During the preceding mingle, teachers stick the planet posters up around the classroom using bluetack.Ss get into teams of 3 or 4 and number themselves. Player 1 instructed to move to your designated starting point (clear any obvious hazards such as bags, rogue desks etc before starting this activity).Teacher reads out one planet fact. This can be from the teacher cheat sheet, from the earlier study of planet order, or from teacher’s own general knowledge.The first player to touch the correct answer wins a point for their team. Players are then switched. No running or pushing / fighting is allowed. Play until about 5-10min remain to complete following activity. | 5-10 min remains of the lesson | Workbook:Ss complete P.119 as individual work. Don’t worry about lengthy explanation of all grammar forms used as A most should have been covered over the course of the year and B these will be elaborated on next week. Consider this a diagnostic activity. Continue until end of lesson, leaving time to check answers if poss. | Bell rings or answers checked | Timezones 3, Unit 12, P.116-119 | https://docs.google.com/document/d/1ygyLoHEJGZckDNMZYptDptMpNcJ2u795Z6UfadxCcYU/edit?usp=drivesdk | https://drive.google.com/file/d/1iYv_HFVn2ziBqMxdvfs5byoVjWgddg4B/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-01-27 | My Favorite Memory 1 | Brandon Lindsay | JHS1 | Speaking, Writing | Past simple tense | Prepare a demonstration speech, 10 minutes | Speech demonstration | Students understand how to write their speeches | * Explain that the following lesson will be a presentation test. Give grading criteria and speech criteria, e.g. opening and closing plus 6 sentences in past tense, as well as "because" used once. * Give an example speech. For example: Hello. I will talk about my favorite memory. When I was nine years old, I went to California by car with my father. We camped in a tent and saw some deer. Because it was rainy, we were very cold. The next day, we went to a famous forest and saw very big trees. Then, we went to a cheese factory and ate lots of delicious cheese. We had a great time in California. Thank you. | Shadowing | Students practice using useful phrases | * Point out useful phrases that students can use in their speeches. * Have Ss shadow your example speech so they become familiar with those phrases. | Original version | Students are more or less prepared for the presentation test | * Have Ss think about their favorite memory, write about it, and memorize it. | https://docs.google.com/document/d/1rOs2kzVrWvWMGQRfhsjKhmehmJHLwqrk5sD1rUv-QNo/edit?usp=drivesdk | https://drive.google.com/file/d/1vQ14ApWQc52sDL0NcfxbEfFRGmLvxuZe/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-01-25 | 1 vs. 1 Debate Preparation | Mary Colak | SHS2 | Listening, Speaking, Writing | OTHER | Students work on preparing arguments for their second debate. They will work on writing their opinions in the OREO format. | print, debate topics, debate team list | Last lesson review | Students review the previous lesson points on expanding their argument. | The teacher reviews the previous lesson`s point on how to expand argument and disagree with the opposing side. An example is done on the board together with the students adding ideas. | Debate assignments | New partners are assigned, topics are chosen and students begin brainstorming. | The teacher assigns new partners and the students move their chairs to sit with them. Then new debate topics are chosen. The teacher makes sure the students understand the topics and they decide who is for and against. They begin brainstorming their topic. | Practice arguing | Students share their ideas and practice arguing. | The teacher will confirm their topics, who is for and against, and argue against each side. The students practice strengthening their reasons and refuting the teacher`s arguments. This also helps the students think of additional reasons for or against their topic. | https://docs.google.com/document/d/1NdmfSrk8y69N9dRUpnUMCAHm-oAlYFVCjFRMjsOXAw4/edit?usp=drivesdk | https://drive.google.com/file/d/1W0pozzwkFFSh9y0yCFYrATCCiL_cv8iI/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-25 | Opinions & Reasons | Mary Colak | JHS3 | Listening, Speaking, Writing | OTHER | The focus is giving opinions and reasons in the OREO format (opinion, reason, example and opinion again). | class print | Last lesson review | Students review the last lesson points. | The teacher reviews the main point from the previous lesson with an example and the students check their understanding while helping making examples. | Opinions & Reasons print | Students work on their opinions on various topics and write them on their print. | The teacher explains each section of the print. Students have a choice of three topics (cats vs. dogs, the sea vs. the mountains, city life vs. country life) and they start by writing good points and bad points for both sides. Then they choose a side and write their OREO opinion why they are for side A or side B. Examples are shared in class. | Opinions & Reasons print expanded. | Students then expand their opinions and disagree with the opposing side. | Students write another opinion using the OREO format disagreeing with the opposing side that they did not choose in the previous action. For example, after writing good points and bad points for both cats and dogs, the student will choose cats or dogs to argue for. Once they have completed their OREO statement arguing for that side, they will write a new OREO statement arguing against the other side they did not choose. Examples are shared in class. | https://docs.google.com/document/d/1FWa4sRWr8fJJ9DI7EZxRZy6hgaESee6goqfkhmt6hGE/edit?usp=drivesdk | https://drive.google.com/file/d/1IhThDuOjVHMmWSqh5P7TtEY-GB1OPE35/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-25 | Eiken practice interview test | Brandon Lindsay | JHS2 | Listening, Speaking, Reading | Eiken test practice | Present continuous (progressive) tense | Bring Eiken style cards with text, questions, and pictures, and determine which cards and questions to use, 10 minutes | Intro Eiken style test | Students understand what kind of test they will take | * Explain that the test is the final exam. Give grading information. * Show students an example problem and go through the questions and sample answers. Explain how complete sentences will earn full points while incomplete answers will earn fewer. Also give examples of how to answer certain question patterns, e.g., answering Why questions with Because. | Practice | Students are ready to take the test | * Pass out example sheets without the answers. * Break class into pairs and have them alternate asking and answering questions. Monitor and give advice for how best to answer questions. | Test | Students have all taken the test | * One by one, take Ss to a different room for the test. Show the student a passage and accompanying picture. Give them 20 seconds to read it. Ask the three set questions and then two random questions. Ask them to call the next student. | https://docs.google.com/document/d/10nO1FoLN_8Syc3mcdE4_T3hd37Z9ecQmZocV0YADS6E/edit?usp=drivesdk | https://drive.google.com/file/d/1xZNqE8jDB2s8nZcSvlVsUcNjdRr8FtQ6/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-25 | Holiday presentations | Mary Colak | SHS1 | Listening, Speaking | OTHER | The class focus was on giving presentations in English including using a big voice, speaking clearly, making eye contact and being aware of posture. The presentation itself focused on giving information while answering the 5W1H questions. Afterwards, a short activity focusing on adjectives in the comparative and superlative was done. | activity sheet | lesson over and prep time | Prep time is given to the students before presentations begin. | The teacher gives an overview of the lesson. Then, students are allowed a few minutes to prepare their presentation with their partner. | Presentations | Students give their presentations. | Students give a presentation based on a Japanese holiday or tradition. They must answer who, what, when, where, why and how while describing the holiday. They can include personal examples. They will also hand in their written speech for a grade. | Comparatives & Superlatives | Students choose the correct form of the adjective and then answer questions with a partner. | Prints are handed out. There is a blank in each question on the print. Students must fill in the blank with the correct form of the adjective, either comparative or superlative. Corrections are checked. Then in pairs, students take turns asking the questions on the print and writing their partner`s answers. Ex. What is.....(good) country to live in? - What is the best country to live in? | https://docs.google.com/document/d/11VoueEK0bCbd3gMLP8eGNoBltZW-dGxH8VhsFlLfjyw/edit?usp=drivesdk | https://drive.google.com/file/d/1ARCkcrB9FZ3Yd8bEaufgWdzgVmC6l9zE/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-24 | Job-related abilities | Brandon Lindsay | Jason Packman | JHS1 | Speaking | CAN | Jobs | Print out and cut enough flashcards, 20 minutes | Short speaking test | Students can repeat the teacher | * Have Ss practice 3 review sentences. * T chooses 1 for each S and has them repeat it. Grade them based on their ability to repeat. | Pronunciation practice | Students can distinguish between B and V | * Hand out minimal pair worksheet. * T reads a word from each row. Ss listen and circle the word they hear. | Job vocabulary karuta | Students can connect jobs to their abilities | * Review jobs, e.g. astronaut. Then introduce job-related abilities, e.g., He can fly into space. * Make groups of 4 or 5. Hand out a set of cards for each job. * T calls says one phrase. Students take that card. * After a couple rounds, have one student per group be leader, then rotate. | https://docs.google.com/document/d/1c7aRKG0KSRrU7tkILd9Qmrnjj4X6sVAkeBbvW-7wVb4/edit?usp=drivesdk | https://drive.google.com/file/d/1--FRZuJ2mPYGuY9n_TOPq3NR639U_sjI/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-24 | Free Time Activities | James Modlin | JHS2, JHS3, SHS1, SHS2 | Speaking, Writing | Questions: WH questions | Blank paper and a copy of the word search for each student. | https://drive.google.com/open?id=1Y8ZxoS6c8d7geoZxhxKBCWz7QZlThn_l | Play a warm-up game. I chose a "decode the secret message" activity. | Once the students have cracked the code. | Write the following on the board: Xip bsf zpv? J'n Cbunbo. Next write: B=A, C=B, D=C, E=D Explain that each letter stands for the letter that comes before it in the alphabet. Elicit a few verbal examples. The first student from each row will come to the board, write the first corresponding letter, then the next person will come up and do the same. The answer is: Who are you? I'm Batman. You can declare a winner to whichever team finishes correctly first, wait until they all finish and see who has the most accurate translation, or however you like. However, they need to have proper capitalization and punctuation. | Talk about free time activities. | Once everyone has written about their free time activity. | Write on the board: What do you do in your free time? Where do you ____________________? Who do you ____________________ with? How often do you ____________________? My example answers were: I like to read comic books. I read comic books in my room. I read comic books by myself. (For the frequency I gave four examples): -Every day. -Once a week. -Twice a week. -Three times a week. Do some drilling with whatever pronunciation you prefer (I did it with the frequency vocab). Pass out the blank paper and instruct them to write about their own free time activities. | Have the students memorize the answers only, pair up, practice, and when ready, do Q&A for the teacher. | Once every pair has done Q&A for the teacher. | I asked them to memorize their answers but left the questions on the board. Depending on their level, you can leave them up or erase them as well as the answers. | https://docs.google.com/document/d/1JmMXmqPrlicx0yAIdx92DHlg07xHH3bA52xIwDti3Pw/edit?usp=drivesdk | https://drive.google.com/file/d/1cmB3BbUIMJ3WxnOBn5pUg8lnRWMLDRoI/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-24 | Part two: How do sloths move? | Stuart Dalziel | JHS3 | Listening, Speaking | Adverbs | OTHER | Vocab: Obscure animals | Print worksheets and auction cards. Cut auction cards. | https://drive.google.com/open?id=1R-3MLGG41zA7PvAFGla5bYQdtqGNg2uy, https://drive.google.com/open?id=1ZUKY9kbI8I_df5qs9yHgKhc3x6x4Bb13, https://drive.google.com/open?id=1RAqDY0i0z04WvGxBcTrdwkAsW9rPe7Rq, https://drive.google.com/open?id=1CLeWrmJgGLqlvO5OxMrtP7JhYkLUK6mq, https://drive.google.com/open?id=1agpET3G-AbQcSeAmsSf9HkRJvT9rd2xb, https://drive.google.com/open?id=1-9fzuUg_fu6aUkqbVwJltsnM5BLrwYrV, https://drive.google.com/open?id=1BlZHsb06-lmScPFenWaAZBgwyPjdLGGF, https://drive.google.com/open?id=1b65znNdd8aXeaFrJmhsOlgMQCOrVSP4n, https://drive.google.com/open?id=12-FP5Oq7Spn4aowxgOdTnNHGNRphK2gB, https://drive.google.com/open?id=1F6SANU-WK3kP67W8CNtRq4QOCbCqBbN1 | Recap / Conversation:Brief review of what adverbs are, how we form them and where they fit in a sentence conducted. Students pair up and complete the following line of questioning (model first with JLT and give a review of common adverbs for students who can’t think of answers)How did you eat breakfast? I at breakfast (_______ly)How did you walk to school? I walked to school (___________ly) | A couple of examples given to whole class | Bookwork:D and E completed as individual work, then pair up to tell answers to E to a partner, who then determines which animal your character best matches based upon the answers you gave! | Give time for part E conversations | Due to file limit this page couldn't be uploaded, however it was included in part one of this lesson | Animal Auction:Students split into teams of 4. Each team given an arbitrary amount of imaginary currency (only need to keep total on board and keep tabs on what has been spent by whom). Teacher auctions off tricky animal pictures to the teams, keeping tabs on spending. Once all cards have been auctioned off the game begins. The teacher writes one of the animal names on the board. Students then have 5 seconds to hold up the corresponding picture. Failure to hold up the correct card in time results in it being re-auctioned. Holding up the wrong card also results in a re-auction. A correct answer scores one point. (Note if several teams went bust during the initial auction give each team a little bonus money before the game begins). Play until all answers have been given. | Auction completed, all cards returned | Not all cards could be uploaded due to file limit | Worksheet:Tricky animals worksheet given out and completed as individual work. | bell rings or answers checked | this worksheet simply comprised the 15 animal pictures printed on double sided a4 and numbered | Timezones 3: Unit 4, P.39 | https://docs.google.com/document/d/1k0EZwubKoHWB6tSamtHWEYGUMWH4f8lPeO3vGw8v8q8/edit?usp=drivesdk | https://drive.google.com/file/d/1X59oobjH1QsbeNYI3-b1KHJUy_M1ZIyO/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-01-23 | SHS1 Lesson 26: Third conditional | JENNIFER WILLETT | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Conditional 3 (third conditional) | Print Ultimate Tic Tac Toe worksheets | https://drive.google.com/open?id=184UzkYPxr9qWvTal1o53CgVLZE1SIXRw | Greet class | S have warmed up using some of the second conditional patterns from last lesson. | What do you wish you could buy?', 'What do you wish you could do?' 'Who do you wish you could be?' etc in pairs. Feed back and a few S should share after 3m of chatting in pairs. | Go over how to use would or could with 3rd conditional | S have clarified usage of would vs could | JTE should explain the subjunctive mood and how to use could, should, would, reminding them of their grammar lessons. | Ultimate Tic Tac Toe | S have consolidated their understanding and gained fluency through a game | Note: This game sounds difficult when you read about it, but it’s pretty simple when you watch it. Just model it and the Ss will understand quickly. This video: “Ultimate Tic-Tac-Toe: The Rules” for a great, short video. https://www.youtube.com/watch?v=37PC0bGMiTI Ss janken, the winner goes first: The first S may choose any square (9 Tic-Tac-Toe boards in total and 9 squares on each board makes a total of 81 squares to choose from). Once a square is chosen, the S makes a sentence using the grammar structures provided. After making a correct sentence, the S makes their mark (an X or O). The game basically goes as follows: 1) Each turn, mark one of the small squares. 2) When you get three in a row on a small board, you win that board. Mark the board with a giant X or O (if it’s a draw, scribble it out). 3) To win the game, you need to get three in a row ON THE BIG BOARD. The fun part is that, in general, you don’t get to choose which of the nine boards you get to play on—that is determined by your opponent’s previous move. Whichever square the opponent picks becomes the next board you must play on. For example, if your opponent chooses the lower right square on any of the nine boards, the next board you must play on is the lower right board. If you then select the bottom center square on your turn, then your opponent must play on the bottom center board next round. If your opponent then selects the bottom center square on their turn, you will again play on the bottom center board. So on and so forth. A few special cases: If the board you are supposed to play on is a tie or already marked with an X or O, then you can choose to play on any board. Additional, Optional Rules to encourage English speaking: -If your partner uses Japanese, you may make a free mark on any square ON THAT BOARD. -If your partner is unable to make a grammatically correct English sentence, they don’t get to make a mark. Listen to them carefully. - If your partner cannot make a sentence, not only do they not get to make a mark, but you get a chance to steal that spot! If you can make a correct description quickly, you can make a mark on that space. Note, you don’t get time to think, you must make the sentence within 5 seconds! | If time free conversation in response to prompts | S work in small groups, moving around the room if desired, to ask and answer each prompt three times. | Prompts: S ask 3 friends 'If you could take classes in something you can't learn at this school, what would you do?', 'What would animal would you be if you were an animal?', 'If you were prime minister, what new law would you make?', 'How would your life be different if you were a cat?' (practising using I could/couldn't) | https://docs.google.com/document/d/1p7jtRBI0gjJ_ua0Wf4iEMkeaO4GOQ4FNpzDEVK_Li7g/edit?usp=drivesdk | https://drive.google.com/file/d/1vzZKTEGFAoAVmo6tEGsjGaAf6usiiinW/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-01-23 | JHS1 Lesson 21 - Future Tense | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Writing | Future simple tense expressed with WILL | Print the Future Tense worksheet | https://drive.google.com/open?id=1vjKnJ0rKwfwoLzhHXn3HRXinDUWKHGchLetNWZM6DRc | Warm up activities. Ask some simple questions based on the previous lessons activity as a refresh. Allow the students to criss cross the questions and answers throughout the classroom. | Students have warmed up. | Conversation - listen and repeat. Students drill the target vocabulary. This is appearing on the upcoming tests so they must be confident with the future tense and how to use 'Will'. | Students have listened and repeated as well as having any questions answered. | Pair Work - Conversation challenge. Students practice with a partner for roughly 2 minutes before a few selected pairs present in front of the class. Any common pronunciation mistakes are noted and drilled. | Students have completed the conversation. | Model the 'Find someone who...' worksheet with the JTE. Explain to the students how to frame the question when filling out the worksheet. Students should also be aware on how to answer correctly. Answer any questions before handing out the worksheets. | Students understand how to complete the worksheet. | Find someone who will...' activity begins. Students must use the taught vocabulary to fill out their worksheets. They must find six other students and interview them to see what they will do in the future. Students will have enough time to fill out extra information eg - when, how or why. | Students have completed the activity and have had some feedback. | New Treasure pg 169 | https://docs.google.com/document/d/19bb2cxASxfVa-QNn0Ut4N-86b_U4citLumHheoj78pc/edit?usp=drivesdk | https://drive.google.com/file/d/11zHLuFuntdbeCNQa8jqJoUOnc2t9Iyoo/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-01-23 | Group Debates | Mary Colak | SHS2 | Listening, Speaking | OTHER | Group debates are the focus. Giving OREO statements, listening to the opposing side and making a rebuttal against it. | Debates | chairs, grading sheet, survey print | Overview & Prep | The students prepare to start their debates. | The teacher overviews the class lesson and reminds the class of the debate structure. The students have a little time to prepare themselves before the debates begin. | Debates | Students work with a partner and give their statements in a debate format. | Chairs are set up in the front of class. Pairs for and against go up during their turn and give their statements. The format is as follows: team 1 give their opening statement, team 2 questions on comments and team 1 answers, team 2 gives their opening statement, team 1 questions or comments and team 2 answers, team 1 gives their closing statement and team 2 gives their closing statement. They are encouraged to not read from their notes. How well they deliver their statements as well as what is said is graded. | Debate survey | Students answer a survey on the debates. | The survey asks which team did the best in the debate and the students answer why. The winning pair will be announced in the next class. Feedback is also given to the class on what went well and what they could work on for the next debate. Debate prints are also collected and graded. | https://docs.google.com/document/d/1L7Til3swg83wAnmFP24-GQR6yefZb3376NMI_2gfPtE/edit?usp=drivesdk | https://drive.google.com/file/d/1ENba47A-7es-EETDfgO3oET3er4th-ic/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-23 | It's Under the Table (Prepositions) | Brian Heilenman | Adam Strauss | JHS1 | Speaking, Pronunciation, Reading | Prepositions of place | Prepositions | 30 mins; Worksheets, Pencil, Eraser, etc. | https://drive.google.com/open?id=1uLdLaWfWSMoaw_sKH9iTRdC_e3vCstjJ, https://drive.google.com/open?id=1XMMGC3rF82gvp7xk8VHQJUcQ3HH0gk70 | Warm-up | Time or Student Completion | Introduce preposition words and vocabulary associated with prepositions of place | Practice | Time or Student Completion | Have students look at the picture and ask where the various items are located | Practice #2 | same as above | Students ask each other where various school items are, either in the classroom or located in their homeroom | Practice #3 | same as above | Students look at the picture and try to remember the location of as many objects as possible, then they close their book and see how many they can remember | Practice #4 | same as above | Have students make up their own sentences about objects and their location and have their partners draw those objects into their pictures in the appropriate location | https://docs.google.com/document/d/1BBxtG8xegF_D3MXVkTGgQovKTmZXhEQZ5LqsqEnA37w/edit?usp=drivesdk | https://drive.google.com/file/d/1sQvdYuzN-_RsZkwYRF2YX0pmOROQE2AH/view?usp=drivesdk | |||||||||||||||||||||||
| 2019-01-23 | Is it OK if I...? | Adam Strauss | Brian Heilenman | JHS3 | Listening, Speaking, Pronunciation, Reading | OTHER | WORKSHEET | https://drive.google.com/open?id=1hQfWO6dxqN-VPsXIG3AguLXH6dxgOwl0 | Students write the verbs in the appropriate places. | When all students have finished. | Students ask each other questions using the verbs they wrote. | When all questions have been asked. | Students ask each other questions "Would you like...?" | When all questions have been asked. | https://docs.google.com/document/d/1TFcvVcN-6-ZVfa6Qcym6C-SUghnptt8Gh07G_NYy5L0/edit?usp=drivesdk | https://drive.google.com/file/d/1oDOtFZVR6Ck1tUxBh3u51upS5HZJTa_o/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-01-23 | Past Tense | ADAM STRAUSS | Brian Heilenman | JHS1 | Listening, Speaking, Pronunciation, Reading | Past simple tense | WORKSHEET | https://drive.google.com/open?id=13EgMJXEnrK4ntTYjemkmSvRScebMG5GG | Review Verbs and introduce Past tense | When finished | Students choose a verb beginning with a letter. Use the letter in a sentence | When all students finish | SS ask each other questions and play a bingo game. | When all questions have been asked. | https://docs.google.com/document/d/1Hc2dYMlhhZ6xuQZ1lLMQDDuPmTExw6dyt97fgTXyhjo/edit?usp=drivesdk | https://drive.google.com/file/d/1ztEQmn-R5gu28PXo0awTf5EcK6GnFoXm/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-01-23 | Graph presentation 3 | Brandon Lindsay | JHS2 | Speaking | Comparison (comparative and superlative) | Prepare a grading rubric to record scores and bring magnets, 15 minutes | Explanation | Students understand the purpose and process | * Explain how the presentations will be scored, demonstrate how to perform the presentation, and give any other additional details. Grade for things like eye contact, remembering their speech, quality of the graph, etc. | Finish preparation | Students are ready to present | * Ss finish preparing any materials. * Ss practice and memorize their speeches. * T helps as necessary. | Presentations | Presentations | * Ss perform presentations one by one. T grades them. | https://docs.google.com/document/d/1FtLFtgTrPL3iuSzWUXnWk_hDZo3Fh6hdNvzcgrI2Vt0/edit?usp=drivesdk | https://drive.google.com/file/d/1tivMFW8VJPPEDnGSHa-n9lLsY4M8WFym/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-01-22 | Shopping Conversations | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking | Questions and short answers | Shopping | Bring pictures of shopping locations, 10 minutes | https://docs.google.com/document/d/1ypAb5Ns2yBPvmAnczYoRk9hKEA-vO6tXRHY_K5TXTys/edit | Short speaking test | Students can listen and repeat a review sentence | * Write three sentences on the board and have the students practice. Then choose one of the three for each student and have them repeat you, marking the score. | Dictation | Students can understand the language in a given dialogue | A: I'm looking for a comic book. B: Which one are you looking for? A: I'm looking for the newest Spider-Man. B: Just a moment ... Here it is. A: How much is it? B: It's four dollars, plus tax. A: Here you are. B: Thank you. Have a nice day. | Original version | Students can come up with and perform their own conversation | * Ss get into pairs. * Ss write their own version of the conversation using a situation of their own choosing, following certain guidelines, such as requiring comparatives/superlatives, including price, etc. * Pairs memorize then perform in front of class. * Other students take notes. | https://docs.google.com/document/d/1ZEyRhx9ySKHTEE4j6uF6_3UxID0VJ3XdS2i7D1mB3yw/edit?usp=drivesdk | https://drive.google.com/file/d/10JGkyZlxGtDf6dbOJgfThs3cbRgXnnQJ/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-01-21 | JHS2 Lesson 24 - Present Perfect | Andy Hughes | Jennifer Willett | JHS2 | Listening, Speaking, Pronunciation, Reading | Present perfect or past simple tense | Print the Picture Problem worksheet. | https://drive.google.com/open?id=1RrOtqVQnvPXH16Lu69ad_i5fYdE8s010 | Warm up activity. Ask a student a question using the structure from the previous lesson "Have you ever...?". Once that student has answered, they can pick another student and ask them an original question. Make sure that they use the correct tense. Do this for roughly 5-10 minutes. | Some students have asked and answered some questions. | Model the conversation on page 147. This conversation is important as it may be on the upcoming interview test, so make sure that the students understand all of the vocabulary. Once it has been explained, allow the students to listen and repeat. | Students understand the new vocabulary. | Students practice the conversation in pairs or teams of three (depending on number of students present). After practicing for around 2-3 minutes, the students can present the conversation to the rest of the class. Any pronunciation mistakes are drilled and corrected. | Students have had a chance to present the conversation challenge. | Explain the Picture Problem worksheet. | Students understand how to complete the worksheet. | Students complete the first part of the worksheet individually. | Students have completed the first part of the Picture Problem. | Students make pairs and hide their sheets. They should take turns to ask questions to their partner to complete the blanks on the worksheet. | Students have completed the second part of the Picture Problem. | New Treasure page 147 | https://docs.google.com/document/d/1B_mDP_RdHthtp0hVZ1EN3oVpfQGKm4qV-aa5CY7_7r8/edit?usp=drivesdk | https://drive.google.com/file/d/1Wz8ahN6j3sgntxK8XrxZqkYcCQY72Us5/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2019-01-21 | Email Writing 2 | Brandon Lindsay | SHS1 | Speaking, Reading, Writing | Modals | Bring grading rubric, 5 minutes | Reading | Students can pronounce the keywords | * Go over keywords. * Students read one by one. | Finish emails | Students are able to remember their emails | * Students should finish and memorize emails. * Teacher should check emails as time allows. | Presentations | Students have completed presentations | * Students should then present their emails. Whether or not they should be memorized is up to teacher's discretion. | Crown 1, p. 97 | https://docs.google.com/document/d/1vVA0x01RbADBKthxPrgvQRcL5IsewF68PNMam9oKgM0/edit?usp=drivesdk | https://drive.google.com/file/d/19HSOtouflBzD4yTQpsDndkDhW5865Gd6/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-21 | Cultural Exchange | Mary Colak | Megan Danner | SHS2 | Listening, Speaking | OTHER | A special class with exchange students so we did a cultural exchange activity focusing on communication and conversation. | extra chairs, prints | Class overview | The teacher greets the class and gives an overview of the lesson. | Reminders about the following class debates are given, students hear about the lesson activity, the group of exchange students are introduced and the lesson begins. | Cultural Exchange Q&A survey | Students get into groups and ask each other a series of questions comparing the two countries. | A group of students from New Zealand are visiting and joined the class. One exchange student per group of Japanese students. In groups, they take turns asking each other questions about different themes including school life, free time and family life. They compare answers with each and take notes to share in discussion with the whole class. They give examples of their personal lives as well as general opinions in their own country. The students were really enjoying the conversations and kept asking follow up questions and continuing further than the print. | Summary Questionnaire | Students look at their survey print and write their overall thoughts on the answers they wrote down. | A short summary of questions about the cultural exchange survey is handed out. The students write their overall thoughts such as which points were very similar or different, what they found shocking about the other country as well as what they would like to learn more about. A class discussion is done at the end of the lesson to compare thoughts. | https://docs.google.com/document/d/1P7yWb6QRNiVOrCWxBgyZYX00JthhMxrp_BE9RZO0phE/edit?usp=drivesdk | https://drive.google.com/file/d/1nvq1CBms2T8iJjkTFowVnnksLoSoofmR/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-21 | 4 Corners & Refute | Mary Colak | Megan Danner | JHS3 | Speaking, Writing | OTHER | Focusing on OREO (opinion, reason, example, opinion again) statements and agreeing/disagreeing with other`s opinions. | class print, agree/disagree signs | OREO review | Students review what an OREO is and practice an example. | The teacher writes OREO on the board and the students review what it stand for. Then as a class, we write an OREO statement on the board. | Four corners | Students agree or disagree to statements and share their opinions. | There are four signs (agree, strongly agree, disagree, strongly disagree) around the corners of the class. Statements will be read aloud and students decide their opinion. They go to that corner and then write their OREO statement on their print. Examples are shared in class. An example statement includes, `Breakfast is the most important meal of the day.` | Refuting someone`s opinion | Students create their OREO statement and then refute each other`s opinions. | Using one of the examples they worked on in the previous activity, students listen to each other`s opinions. Examples are written on the board. Then students will use an opinion they disagree with and write an OREO statement on why they don`t think that. For example, a student thinks swimming in the sea is better. Another student thinks swimming in a pool is better. They listen to each other`s reason and example, quote that in their own opinion and say why not that. (You said the pool is better because it is safe. I disagree. I think the pool is dangerous too. For example, you can have an accident.That`s why I think the sea is better.) (You said the sea is better because it is pretty. I disagree. I think the sea has garbage and is not clean. That`s why I think the pool is better.) | https://docs.google.com/document/d/1DPgBiY5Y7D-ciBF0YGLT76BfmTb5ReB-TOQ0iGEx9J4/edit?usp=drivesdk | https://drive.google.com/file/d/1W9vlr7YwHZj04G_DYXQkcau1xHNHDEt9/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-17 | What can you do? | Brandon Lindsay | Jason Packman | JHS1 | Speaking | CAN | Bring some games like a kendama to demonstrate abilities | Short speaking test | Students can repeat familiar sentences | * Write three sentences on the board. (e.g., using played, needed, and danced) * One by one, have each student repeat one of the sentences correctly. Grade them by their fluency. | Introduce Can | Students understand Can | * Give examples of people who can or can't do a particular thing using pictures or realia. * Introduce Yes I can and No I can't. * Ask students if they can do some things. * Students say one thing they can do. | Spelling Bee | Students use Can naturally in an activity. | * Divide the class into four or five groups. * One kid from each group has to come to the board to write a word. * One of the sitting kids asks Can you spell _______? using a word of their choosing. * Each correct letter gets the team a point. | https://docs.google.com/document/d/1shrnQpmP2ZZ-rC26XbEniqSBHAYu6GSw1hi_XnFQehk/edit?usp=drivesdk | https://drive.google.com/file/d/1XgpnNgDoT3cq7BfdNR_62ZbhpPGAoYyb/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-17 | can you ...? | Jeremy Gardener | JHS1 | Listening, Speaking | CAN or BE ABLE TO | Print WS for all students. This activity is for after the structure has been taught to them by the JTE in a previous lesson. | https://drive.google.com/open?id=1f3a6wZFKXk0lFNLXzxSnxYNsVHn6e6kD | List some verbs with "can" | Students answer the teacher's questions about what they can do. | Write a simple question on the board, such as "Can you play baseball?" and ask the students to raise their hands if their answer is "Yes/No". Replace "play baseball" with another verb and ask again. Be sure that YOU the teacher answer NO for some of these things and that there is no shame is saying that you cannot do something. Erase the verb and ask students for verbs to complete the "Can you ~~~?". Ask students and the JTE here and there until you feel that they have the idea. Now pass out the WS. | Check pronunciation and meaning, and fill out top half of WS | students understand all the questions on the WS and have written their answers on the WS | Go through the pronunciation of all the questions and have students circle the answer "yes/no" about themselves. Be sure that they understand what they mean by acting the verbs out of drawing pictures on the board. All students should have circled one answer for each question by this point. | Interview classmates | students have asked their classmates about what they can or can't do | Draw the first 1-2 cells to represent your WS on the board. Ask the JTE "Can you play rugby?" and put the name of the JTE into the appropriate blank. Ask a student the next question and put their name into that blank. At this point, students should get the idea. Have all students stand up and ask each other the questions. To keep things moving around smoothly, stipulate "1 Question, 1 Person" so that they don't just stay with same person the whole time. | https://docs.google.com/document/d/1FEproHXuG5VTY80SjpGu1JPHbOqXpIeF3RvuDRS636o/edit?usp=drivesdk | https://drive.google.com/file/d/1Ws2fLOIRRe8RRSZrxD2aoJIsEmSaRDxq/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-17 | How do sloths move? | Stuart Dalziel | JHS3 | Listening, Speaking, Grammar | Adverbs | Animals | Cut up strips and collate | https://drive.google.com/open?id=1OFTOVun-w3erfsBTPQI1gpjtd-OhRlEx, https://drive.google.com/open?id=1BG4M87_Cd6vkHeg6JkNQa9pTmdSL2q6g, https://drive.google.com/open?id=1TidP_1EEwJ0a0Lzh2e3s1DQhgGJcSmV_, https://drive.google.com/open?id=1oJdMLU_1Tslrfu4WHh6YqZK2YdF3XrTa | Listening:A and B conducted. Answers checked and any difficult adverbs taught. C conducted as solo answers in book. A few example answers to C taken from class. | A few C examples taken | Language presentation:Ask if students can identify the part of speech which p.37 vocab box words belong to (adverbs). Using P.28 as a guide, demonstrate what they do (modify verbs to show the manner in which the verb was done). Teacher can mime a couple with “walk” (slowly quickly loudly quietly) to demonstrate concept. Contrast with adjectives (which modify nouns) and show how to convert from and adjective to a noun (typically adding ly, with notable exceptions good and bad). | Comprehension checked | Worksheet:“Adverb” picture worksheet distributed. Some require Ss to draw the picture, some to describe the drawing and some to finish with their own solutions. | A majpority of students have finished | Charades:In teams of 4, Ss given a set of adverbs and a set of verbs. One at a time, Ss must take one of each and, without speaking, act out the combination. Teacher can model a couple as an example. Student who correctly guesses is next to take an adverb and verb. Once all strips of paper have been taken, game can be shuffled and played again (as different combinations will prolong longevity). | Play until end of lesson or it feels like the game has run its course. | P.39 C/D (Adjective VS Adverb):If more time remains these two activities (which test the difference between adjectives and adverbs) can be conducted as private study. | Bell rings | Timezones 3, Unit 4, P 36-8 | https://docs.google.com/document/d/1H6440DGoWzckravnVlrw4NI8lw3meVCdyeszDmr58jw/edit?usp=drivesdk | https://drive.google.com/file/d/1Gy_FdeOft-4gq8Kcm0_nFAFwPDrcPSYd/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-01-16 | Graph presentation part 2 | Brandon Lindsay | JHS2 | Writing | Comparison (comparative and superlative) | Consider example sentences for students to use in their speeches and bring blank pie charts, 15 minutes | Finish interviews | Students have finished interviews | * Continue from last week if some students haven't finished. | Speech writing | Students have finished writing their speeches | * Have students write a ten-sentence speech about the results of their interviews, including Hello and Thank you for listening. They have to use comparatives and superlatives. Give examples of sentences to use. | Draw the graph | Students have drawn their graphs | * Hand out the pie charts and show an example of a finished one. Show that it has a title, names for each section, numbers, and is colored. | https://docs.google.com/document/d/1GdWFi9Rz7rKC9rPadWJ5mwyecJoVE2XdxFV7aImysUs/edit?usp=drivesdk | https://drive.google.com/file/d/1q1EnfSRWW8COl7B-tBRkJJPXULTHWNhR/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-01-16 | Why do you like it? | Brandon Lindsay | SHS1 | Speaking | Questions: WH questions | Go over textbook page to familiarize yourself, 5 minutes | Textbook reading | Students understand how to use why and because | * Demonstrate, explain, and practice the conversation with the students. * Have the students practice it in pairs. | Original version | Students can come up with why questions and answer with their reasons | * Write the following conversation on the board: A: Who/What is your favorite ___________? B: I like ___________ very much. A: Why do you like _____? B: Because ____________. How about you? A: I like _____________. B: Why do you like ___? A: Because_____________. * Students fill in the blanks with their partners. | Presentation | Students can remember how to use why and because | * Pairs memorize and perform their presentations in front of the class. | New Crown 1, p. 122 | https://docs.google.com/document/d/1WIKbxuYNre1js36DgB3OGYB_mmhqGWs97mmkRGdr3zc/edit?usp=drivesdk | https://drive.google.com/file/d/18SoboZKtt45MVdfnKqTHEeDFGUkSFj3d/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-16 | JHS1 Lesson 20 - "May I...?" | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Reading | MAY or MIGHT | CAN | Print Bingo Sheets | https://drive.google.com/open?id=1kixRTGLzw3XhsDTkFDhBdtoqeiAA5oqAKeBPxTmgoyo | Greet the class and warm up. Ask some students a few questions based on the previous restaurant themed lesson. | Students are warmed up. | Communication exercise. Have the students who didn't present their conversation sheet last week present their work in front of the class in teams of three. | The remaining students have presented their work. | Listen and repeat - New Treasure page 154. This conversation features some more of the target vocabulary. | Students have repeated the passages and have had any questions answered. | Model the Ability Bingo Worksheet. Demonstrate the the JTE and some students if possible. If students get five in a row, they must shout bingo and the rest of the class watch as their friends present their abilities. If all five students present correctly, the student will gain a point. | Students understand how to play the bingo game and how to win. | Students play the Ability Bingo Game. | Students have finished the game. | New Treasure pg 154 / 157 | https://docs.google.com/document/d/1VVS9P6iKvDRV_4UGbJCs1J2ijZcmuyyk_j4ft8QAg70/edit?usp=drivesdk | https://drive.google.com/file/d/1yuwJu8oouOnaWD7qB9Lt4oIttso3j_i0/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-01-16 | SHS1 Lesson 25 Second Conditional 1/5 (Unit 10) | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Using should/would/could correctly with this tense | Conditional 2 (second conditional) - would | No worksheets, textbook and audio only | Greet class | Warm up and introduce key language | Ask the class 'What do you wish you could do today, instead of being at school?', model with JTE S answer in pairs some S feed back to the class | S practise listening | Complete preview listening A & B Unit 10 Time Zones 4, pg 97 | Check key vocab by eliciting from stronger S: cure, disease, architect, [Olympic] record S attempt listening A and B (listening to the audio twice if required) Check answers as a class, drilling with S, so they get used to using "would" | Conversation practise | S do activity C pg 97 | Short pair conversation, should take 2-3m only. | Language focus- correct common grammar errors | Drill language focus on pg98 | When drilling clarify the following: -When to use I wish I **was** Vs **were** -Usage of could/should/would, S commonly use should in these sentences where it is unsuitable, and misuse could. -Reinforce that can>could, will>would and that constructions using should are archaic and unnatural e.g. 'If I were rich I SHOULD travel the world'. | S apply their knowledge | S have applied their knowledge in Activity C pg 99 | S independently complete C, using the knowledge just reviewed, then check using the lesson audio. | S further develop confidence using key language | S have applied their knowledge in Activity D pg 99 | S complete D independently and then we check as a class, calling on S to contribute if preferred. | If time play criss cross | S have a chance to apply their language knowledge once again, creating a strong basis for more involved activities next time. | Ask S the following questions or similar: If you were a ghost who would you haunt/what would you do? If you were a teacher what subject would you teach? If you became famous, why would you want to be famous? (inventor/actor/writer/criminal mastermind etc) If you could do anything today instead of school, what would you do? If you could eat dinner with your homeroom class in any restaurant, where would you eat? If you could meet anyone famous who would you meet and why? If you could make any machine, what kind of machine would you make? If you could go anywhere in the world, where would you go? If you were an animal, what kind of animal would you be? If you could remove one school rule, which would you remove? If you were a god, which god would you be? (Benzaiten? Amaterasu? Shiva? Ra?) What's your wish about your career/your future house/your family/your school life/ your bedroom/ your dinner/ traveling/ your homework/ your friends etc? | Time Zones 4, Unit 10 | https://docs.google.com/document/d/1PWV7IUAfn2TmWDG9Ct13kM04JE-Ae6z46azrmIU7JtY/edit?usp=drivesdk | https://drive.google.com/file/d/1BGZxQgbbeOcp6cUanxCevT0P2l_sV-WZ/view?usp=drivesdk | |||||||||||||||||
| 2019-01-16 | Favorite Holiday | James Modlin | JHS2, JHS3, SHS1, SHS2 | Speaking, Writing | Questions: WH questions | Not much prep is needed. Print out a copy of the holidays for yourself and have enough blank paper for each student. | https://drive.google.com/open?id=1Fi4lopoO2b-0gqeG5IOIAUdqIpKdscDo | Shiritori warmup. | Once the activity is complete. | Students write about their favorite holiday. | Once everyone has finished writing and the teacher has reviewed their paper. | 1. What's your favorite holiday? 2. When is it? 3. Where do you celebrate it? 4. Who do you celebrate it with? | Students answer the teacher's questions. | Once everyone has finished. | Students will line up at the teacher's desk and answer the teacher's questions. | https://docs.google.com/document/d/1yv8Kju4gWa2E_35RPJuE0adVdseQWqUGnkh5MyZsY24/edit?usp=drivesdk | https://drive.google.com/file/d/1CphzHsn-vLnytNF_oYtEsMeFuC340aoM/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2019-01-16 | OREOs and debating | Mary Colak | SHS2 | Speaking, Writing | OTHER | Focusing on writing OREO statements and preparing ideas for a debate | print, debate topics | Opinions Sides | Students work on creating ideas in order to make an OREO statement and take a side in a debate. | The teacher hands out a print. The print has simple topics (cats vs. dogs, the sea vs. the mountains, city life vs. country life). Students look at both sides and write good points and bad points about both sides. Then they choose a side and write OREO statements (opinion, reason, example, opinion again) for their side and against the other side. Ideas are discussed. | Debate overview | Students are given instructions on the upcoming debate. | The teacher explains the details of the upcoming debate. The class time, debate schedule, groups, and topics are assigned. | Debate preparation | Students get into groups and start preparing their debate topic. | The teacher assigns groups. Prints and topics are confirmed. Students begin brainstorming and writing ideas for their debates. They can work with their partner and their opposing team to understand both sides of the debate. | https://docs.google.com/document/d/1YupeWuElIxV_PwmrJEuew74N8FULDqEw41hEYBIefyg/edit?usp=drivesdk | https://drive.google.com/file/d/1F5wyIzW2-mLga5nA3lCtU_DDdFKyGH7e/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-15 | Storytelling | Brandon Lindsay | Jason Packman | JHS2 | Speaking | OTHER | Sentence order | Shopping | Print out worksheets for each student, 15 minutes | https://docs.google.com/document/d/1GehXPAhgdr529yG_omFnKOI19g4QA74cGwM0trnZWQ4/edit | Short speaking test | Students can listen and repeat | * Create a pool of three sentences based on recent lessons. Practice these with the students. * One by one, choose one of the three and have the student repeat. Assign a grade. | Sentence shuffle | Students can rearrange sentences into a coherent story | * Show a picture about a shopping situation. Put the papers with the sentences on the board out of order. Then move the first one or two into order. * Give students time to think about the order and write their order on the worksheet. After a set amount of time, start calling on students to put them in order to check their answers. | Group sentence shuffle | Students can write their own shuffled story | * Make groups of five or so. Each group gets a picture. Each person has to write a sentence, but all the sentences have to make a coherent story. * One group at a time puts their shuffled story on the board. Then, all the other students have to unshuffle the story by reading out the corresponding sentence (e.g., 'What's the next sentence?' 'I bought shoes with my grandmother.') | https://docs.google.com/document/d/1qIvHS3udqN0fkhd7ag1qjZDmxrqUWi_pVBmkbCPABEk/edit?usp=drivesdk | https://drive.google.com/file/d/1JYsn1tkgO5FbYkkdcjxeXxDFjl1QItWJ/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2019-01-15 | JHS2 Lesson 23 - Past Participle | Andy Hughes | Jennifer Willett | JHS2 | Listening, Speaking, Pronunciation, Reading | Participles: Past participle (e.g. HAVING DONE) | Print the 'Have you ever...?' Sheets | https://drive.google.com/open?id=1zbty-O77wOQ5nMVnkBhZzVGByIs1uCz3Gf-UHj1D39g | Warm up - Who is that? Use the textbook and see if the students can identify Kevin using simple descriptions. | Students have identified Kevin from the previous lesson. | Revisit the conversation from the last lesson. Students can practice for one minute before presenting in front of the class. | Students have presented the conversation and have revised the vocabulary. | Speak and check 2. Complete the activity on page 138 of New Treasure. Students can volunteer their answers. | Students have completed the activity. | Demonstate the Past Participle and give the students some basic examples. | Students understand the Past Participle and how it can be used. | Model the 'Have you ever...?' game with the JTE. | Students understand how to play the game. | The students, in pairs, will ask each other questions using the Past Participle. Each student has a worksheet with different questions. The student who is asking the question must guess if their partner is lying or not. Correct guess gains one point. | Students play the 'Have you ever...?' game with a partner. | Students have finished the game. If there is any time left, the students can challenge the JTE in a special match. | New Treasure page 138 | https://docs.google.com/document/d/1F9AUeNFUQ1v6b_NDBTRsQS4Q8XQ-e2QZmFrmjhliGl0/edit?usp=drivesdk | https://drive.google.com/file/d/1D2Y5C61l2sXXa9rd7C-ZvzqUrx_K1hoc/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-01-15 | Oreos and 4 Corners | Mary Colak | SHS2 | Speaking, Writing | OTHER | OREO statments, opinions and reasons | prints, four corner signs | Review OREO statements | Students understand how to give OREO statements. | A statement is written on the board. Students agree or disagree with the statement. OREO (opinion, reason, example, opinion again) is reviewed and students give their own OREO statement based on the original one from the board. | More oreos | Students write and share more OREOs from the print statements. | Students work on creating more OREO statements on their print. They use the given topics and agree or disagree. Examples are shared in class. | 4 Corners | The activity is explained and students give OREO statements during the activity. | Four corners is an agree/disagree activity. There are four signs placed in the corners of the room - agree, strongly agree, disagree and strongly disagree. The teacher gives a statement. Students move to that corner based on their opinion and give an OREO statement. After a couple rounds, the teacher then gives them the chance to change their corner after listening to other students` opinions. A challenge round is also done where the teacher chooses the corner for the students and they must come up with reasons why even if they don`t agree. Prints with statements are collected and graded. | https://docs.google.com/document/d/1NAfFzwmQ7pOOHUFvnzr-JeQKFN_MV6pcV3OvCfCDxEg/edit?usp=drivesdk | https://drive.google.com/file/d/1J3fgpslqVbGh2Tiosdrn6N5YS9bI2zJC/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-15 | In my opinion | Mary Colak | Megan Danner | JHS3 | Speaking, Writing | OTHER | They are using their general knowledge of English to create opinions and statements about a topic. | opinions | class print, video link, pc | semester overview | Students learn about the third semester overview. | The teacher will hand out a paper with the semester overview and talk about the grading, topics and projects involved. Any questions are answered. | In my opinion | Students write sentences giving their opinion with reasons why. | Prints are handed out. Students work on different statements giving their own opinions with reasons for their answers. They will use phrases such as (I think, In my opinion, I feel, I believe) and decide whether or not the statement is true to them. Example - I think that summer is the best season because I like swimming in the sea.; I feel that music is the most interesting subject because I can play the piano. | OREO | The teacher explains how to expand opinions into OREO format. Students write their own OREO statement. | OREO is explained as a strong opinion statement. O - opinion, R - reason, E - example, O - opinion again. An example is given. Students then watch a short video and answer the question, `Was the video funny?` using the OREO format. Example - I believe the video was funny because the man was interesting. For example, he played chess by himself. Therefore, I believe the video was funny. Prints are collected and graded. | https://docs.google.com/document/d/1epJ0qKNHGadAEp255Bw1Bb2VTmP-naHXM3mFMFXjiF0/edit?usp=drivesdk | https://drive.google.com/file/d/12X9q-LMWOV8vF6CN_9H2U3Ot3z9DxnmS/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2019-01-15 | Eiken Interviews | Mary Colak | SHS1 | Speaking, Writing | OTHER | Focusing on Eiken answer format for pre-2 level and general English ability, creative thinking | Eiken score cards, class prints | Eiken interview start | Students receive their score card, fill out and prepare for the interview | Students are sent in groups to the study hall where a JET teacher will interview the students one by one using the Eiken format of level pre-2. They will hand in their score card and after the interview is complete, they will return to class. | Presentation overview | Students understand the overview and begin writing their ideas. | The next project is outlined. Students receive the related prints. They ask any questions about the instructions. | Project work | Students work with their partner to decide a topic and begin their presentation. | Students will present a Japanese holiday or tradition to the class. In pairs, they will talk about details of one holiday. They must answer the 5W1H questions on their chosen holiday. They are given a brainstorm print to write out their ideas and a final draft print with instructions to hand in when due. In class, they can work together deciding on their topic, ask the teachers any grammar related questions and finish their draft ideas. The final writing will be completed outside class and then presented next class lesson. | https://docs.google.com/document/d/1QJkjm13pza1G_jN7d4DBxsPpYyoFjPbHWTQX-DB4u7o/edit?usp=drivesdk | https://drive.google.com/file/d/1C-9xmW2GKBPQGpGk7SgI74QKXYFin2Yl/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-11 | Superlatives | Kevin Warzala | JHS2 | Listening, Speaking | Comparison: Superlative adjectives and structures | PPT | https://drive.google.com/open?id=1zZ8RrCl-qVXApv8X6L0G6ifmQxhwBzEZ, https://drive.google.com/open?id=1Asvy8BP0c9v8ib1fbnp0NeBSWbbSfGBC, https://drive.google.com/open?id=1o_Ni-w7V61p4-SA5NZgtFVZr-3wkPZgc, https://drive.google.com/open?id=178qFC4fdzoj-WYHX_JUjCRn6-jFHZI7g | Vocab | Ss can use new adjectives | -est | Ss can change ADJs to -est form | Writing | Ss can make their own sentences | https://docs.google.com/document/d/1pY40BLA-eGDbWn1UgowOY8OMzwd9LpFWkfxngJGUb1Y/edit?usp=drivesdk | https://drive.google.com/file/d/17RpPMa-QEhiIrBGWRLDuSMJDC8UNZGI2/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-01-11 | Which Do You Like 2 | Kevin Warzala | JHS1 | Listening, Speaking | OTHER | PPT | https://drive.google.com/open?id=1Jlz_h_bgM2Q9DcRDLGKGAkx0m4-zCE6I, https://drive.google.com/open?id=1Y6GpiLcVrTQ3Ce0EgZF92CuZI7xRqVqu, https://drive.google.com/open?id=1KvspVEQYzxkZplsNoyjxcdF0VjT5z7C7 | Vocab | Ss learn new food words | WS | Ss can ask each other questions | Quiz | Ss can distinguish between words | https://docs.google.com/document/d/1q86mBj0_mkZfRiVyZOXxDj-Nw2C8G9oVt6dG-P5rXoc/edit?usp=drivesdk | https://drive.google.com/file/d/1Ee6BUUgjCJLwh-F2v5_49KAMq0rkhwpf/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-01-11 | Which Do You Like 1 | Kevin Warzala | JHS1 | Listening, Speaking | OTHER | PPT | https://drive.google.com/open?id=1E9RmDKnxgW1lDUSyERGhxcU5vvnoKpc3, https://drive.google.com/open?id=14JngDBQIdAlVSAeu-mOzsumLy8LavLu8, https://drive.google.com/open?id=1mI4QlXTHEtOrtJj7pkBkrXevnxt8CT87, https://drive.google.com/open?id=1hfFYgqfSP1rhWRUrdu822OD3srCrG-mt | Vocab | Ss learn new verbs and change them to gerunds | WS | Ss can ask each other questions | Quiz | Ss can use both and neither | https://docs.google.com/document/d/1iSOMGd25_CZreSX4-Pk7gG2ot4lPhrlTdF0ecmrbsv8/edit?usp=drivesdk | https://drive.google.com/file/d/1A0bBpjlcxQsTxCVXjZYh_oy8AyFdD_dX/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2019-01-11 | New Year's Traditions | Kevin Warzala | SHS1 | Listening, Speaking, Grammar | Gerunds | List of NYD traditions in Japan | https://drive.google.com/open?id=1-oa7Br-cdrgpScZxivA-8VD7Wid16QbP, https://drive.google.com/open?id=1wIcX9BxSpAqXoq1jbwPGIFE92vTGoMOL, https://drive.google.com/open?id=1zkpmg6FUoBohNHGaDcZghO49MZ3EBvBS | Vocab | Discuss NYD traditions in Japan | Sentences | Practice sentences using gerunds | Survey | Ss ask each other Qs about NYD | Quiz | https://docs.google.com/document/d/1x71tQMttyYSbjDX3l3aUMBRVssue3ER1RGdpE7KzZ20/edit?usp=drivesdk | https://drive.google.com/file/d/1tK6-WBjYhw28jWr_nGgQ3qgScFIqzTvI/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-01-11 | Please don't feed the monkeys (part 2) | Stuart Dalziel | JHS3 | Speaking, Writing, Grammar | Modals | MUST or HAVE TO (obligation) | Rules | Cut strips, print worksheets | https://drive.google.com/open?id=1L08Twc0SFIQ6LZO9FLUG3_rSYS2L5xViCRTrRrhow6Q, https://drive.google.com/open?id=13sIttCRFYrk0JU0XFFkZpkUQv0ha6Z0R, https://drive.google.com/open?id=1DxDNvJvriTuX7AKP_4hIdAwyReTADglE | RECAP: recap modals of obligation as a group. | Class remember correctly | RULES TO PLACE TEAM DASH Board divided into as many sections as there are rows in the classroom. Over each section one of the following written: library, airport, onsen, train, cinema, school.One by one, S’s must board a rule for their row’s given place. First team to finish all students wins | Winner has been declared | BOOKWORKP.29 C Completed individually (substitute p.28 dialogue if finished last week) | Answers checked as group | KING OF THE WORLDSs invited to imagine that they are the ruler of the world. They complete the associated worksheet (one answer per modal) with the rules they would implement.Ss then discuss their answers with a partner, using the lead in ‘In my world…’ Swap partners if time permits | Conversations finished | HOME RULES INTERVIEWStudents given the home rules sheet. Interview partner, noting their answers. If more time remains complete the third column with a new partner. | Bell rings / second interview completed | Timezones 3: Page 29 | https://docs.google.com/document/d/1CAJ1ZEtjEoMPHt9ygz2_PdlSE8ZX5lnw7HABRTFq1zg/edit?usp=drivesdk | https://drive.google.com/file/d/1xG4cZzkHA11E4F9G8gTIiXwmcyh7Fe8D/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2019-01-10 | Past tense pronunciation | Brandon Lindsay | Jason Packman | JHS1 | Listening, Pronunciation | Past simple tense | Print out worksheets and prepare CD player, 10 minutes | https://docs.google.com/document/d/1FsI1L-eNAjxNZCIaUOET3cW4VATp4I9hM7pK2dMYxrg/edit http://www.youtube.com/watch?v=LbA2LeGteME | Chant | Students can use past tense with good rhythm | * Play the chant CD. Ss listen once, then say it all together a few times. * Remind students of day off yesterday, then change to 'yesterday.' * Practice new question. Then T asks several students and they answer based one what they actually did. | Listening worksheet | Students can distinguish between -ed sounds | * Teach differences between -ed sounds, i.e. T, ED, and D sounds. * Give examples and elicit more examples of each kind of sound. * T reads worksheet, and Ss write the sound they hear for each bold word. * Check answers. | Family Feud | Students practice distinguishing -ed sounds | * Make two or more teams. For each team, write different -ed sounds on the board. * T reads a sentence from the worksheet and the first team to circle the correct sound gets a point. Ss repeat the word in question. Cycle out members and repeat the activity. | https://docs.google.com/document/d/1PsOWAZ27bwTPJMTZ_m9p6QbcSMg9T_VXkDQHcyS9PdM/edit?usp=drivesdk | https://drive.google.com/file/d/1c-wMWUKLokXSwbL7N-mRtRErJMaPGkRz/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-09 | Winter Vacation Review | James Modlin | JHS3, SHS1, SHS2 | Speaking, Writing | Questions: WH questions | One printout of the crossword puzzle and piece of blank paper for each student. | https://drive.google.com/open?id=1EgcfMdg33go2kS5ZO5UwJFd90Luh1fW6 | Write a word on the board. For example, "winter" or "snowman." | In teams, students will write a vocabulary word next to each letter. Once finished, the team with the most letters wins. | Elicit and/or write the five "wh" questions. Write some questions regarding what they did for winter vacation. | Teacher gives own example then has the class write down their own answers. | Monitor their writing. Also, grade the questions to their level. You can make it more or less difficult. | Students come to the teacher's desk and reads their paper once finished writing. Check their writing first. | Hand them a winter vacation crossword puzzle once finished. | https://docs.google.com/document/d/1w2U6ITKkJV4Rz4FfBjSVcfFyDAG2TTlD6xuMC7Yem6U/edit?usp=drivesdk | https://drive.google.com/file/d/12BZBBhraZTRHH661HAlPGvQzwzc_u6HE/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2019-01-09 | Interview/graph project 1 | Brandon Lindsay | JHS2 | Speaking | Comparison (comparative and superlative) | Worksheets for students to write down answers during the interviews, 15 minutes | Intro project | Students understand the nature of the project | * Tell Ss they will be interviewing 10 people in their class about a topic of their choosing. Tell them they will be writing a speech and drawing a graph in the next lesson. * Shadow the example speech in the text so they better understand the goal of the project. | Topic/question writing | Students have chosen a topic and written their questions | * If possible provide a template for questions with blanks. For example, 'Which _________ do you like the best?' and 'Which ____________ do you like better, __________ or _____________?' * Give some example topics and questions and let Ss think and write. | Interviews | Students have interviewed 10 others in English | * Ss interview each other and write down the names and answers for each student they talk to. * If they finish early, have them tally up their answers to use in their graph next time. | New Crown 2, p. 94 | https://docs.google.com/document/d/1XAFrhyIrwnP6VIUPwzC3xx1TkhOzaMECb24nCmYZhq4/edit?usp=drivesdk | https://drive.google.com/file/d/1ol1vOz2IIlRAdJxmCG_ZLi9mKxNN4L9z/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2019-01-09 | Email writing 1 | Brandon Lindsay | SHS1 | Reading, Writing | Modals | Email invitations | Go over reading for pronunciation checking, 5 minutes | Reading | Students can pronounce the reading selections | * One by one, students read the textbook selection. | Intro to emails | Students understand how to write both a formal and casual email | * Read over email examples while shadowing, pointing out the differences between formal and casual emails. | Email writing | Students can write their own emails | * Give a situation and a recipient for the students to write about/to. * Students must write the email with the expectation that they will later present on it. | Crown 1, p. 97 | https://docs.google.com/document/d/1qp1Lz4joIr2Y-6jlCcevIHt-TvbqwMSd-YIcGKLzHJ8/edit?usp=drivesdk | https://drive.google.com/file/d/1_WawZnv2Wowwpk8Z7ldRqsZuO3K-xTby/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-09 | Transportation means | Brandon Lindsay | JHS1 | Speaking, Reading | Question words | Means of transportation | Consider blanks to make in text for original version, 5 minutes | Reading | Students understand the content of the conversation | * If possible, perform conversation with JTE. * Ensure understanding of all parts of the conversation with help of JTE. * Shadow with students. | Partner activity | Students have written their own version of the conversation | * Create pairs and have them practice the conversation as written in the book. * T writes a template on the board with blanks, then fills in the blanks with examples. * Pairs write their own versions of the conversation and practice it. | Presentations | Students can speak the conversation from memory | * Pairs perform the conversation in front of the class. | New Crown 1, p. 110 | https://docs.google.com/document/d/1lbwHxLROWCozAOgOUhLo2xX2hYVh59Dcd27FgzZfflE/edit?usp=drivesdk | https://drive.google.com/file/d/1J2GOY2I2jrq6w2-VPBG3cKrrXozwB4f-/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-09 | Island Adventures | Mary Colak | SHS2 | Speaking, Writing | OTHER | This is the first class of the semester and a warm up to the semester theme. The goal of this lesson is to make choices and give reasons. The theme of the semester will be giving opinions and reasons leading to debates. | worksheet and island scenario cards, dice, scene pictures | semester overview | The teacher explains the semester overview and the students ask any questions they have. | A print about the semester breakdown is given out and explained. The theme and projects are lightly discussed and the students confirm they understand the goal. | Island adventures instructions and start | Students listen to the instructions of the activity and break into groups. | The teacher explains students are on a trip sailing when a storm suddenly comes and shipwrecks them on an island. They are broken into groups and given a print. They have to choose four items from a list to help them survive on the island. They must write reasons why they chose each item. | Island adventures - explaining chosen items | Students present their items. | Each group explains the items they chose from the list and tells why they will help them to survive on the island. | Island adventures - island reveal | Students have to use those items to make a survival plan and present. | Students are then given an island scenario. Each group has a different island with various problems from pirates and snakes to bad weather and freezing temperatures. They have to explain how they will use their chosen items and survive on the island. The groups present their plans. | Who will survive? | The teacher listens to the groups present their survival plan and decides who survives. | The groups each present their survival plan. Depending on how many plans they made and how many items they can use to survive on the island, the teacher will assign points. The group will also roll a dice. The combined number will decide if they die, survive or thrive on the island. | https://docs.google.com/document/d/1-YbD351tESEQZntEjCrbi8mp9jbTnCz8EwAIOdR-9Ic/edit?usp=drivesdk | https://drive.google.com/file/d/12CByECTqMPslojmKb6p3yJ7QQom2eOmj/view?usp=drivesdk | |||||||||||||||||||||||||
| 2019-01-08 | Tell me about your winter vacation | Jason Packman | Brandon Lindsay | JHS1 | Listening, Speaking | Verb tenses | Verbs: Action verbs | winter vacation | make some 3 by 3 bingo sheet | Explain Grades | Students understand grading for the 3d semester | Ss need to know how they will be evaluated, so T explain they will have three small quizzes for 10 points each, one test for 30 points, notebook check for 20, and participation grade, given by the ALT, for 20 points | Past tense | Students understand how to use the past tense | T writes on the board Winter Vacation then 12/ to 1/ . Teacher elicts days of Winter Vacation. Then teacher writes (w and under that w, (e and under that a, (p and under that p and then (g and under that w. T elicits the present and past form of the four verbs (watch/watched, eat/ate, play/played, go/went) with gestures, etc, and writes the spelling on the board. T then has students stand up and say one thing they did during winter vacation | S write down what they did in winter vacation | S have written down nice past tense sentences about winter vacation | S are given the bingo sheet and then are told to write nine sentences about their winter vacation using the four verbs taught. | S can say what they did in the past | T explains Me too and Not me to the students by drawing pictures on the board. T tells students some of the things T did during the break, S responses of me too and not me are elicited. S will then be put into pairs. One S will turn over their paper (A) . The other S (B) will tell S A what they did. SB will say Me too or Not me. If SA says Me too, SB will write down SA's name in the box. After 30 seconds students swich who is talking. After each S has spoken, switch partners. Repeat again and again Alternatively, just have students mingle and interview each other | Telephone game | Ss can listen and repeat many sentences | play telephone game with students to review days vocab and grammar structure. | https://docs.google.com/document/d/1DfEiv3NOmOzWqGIwCk1qjBVH1LtiPDBvBbBpzgctHvk/edit?usp=drivesdk | https://drive.google.com/file/d/1k5vMKeZNd9cRECGM03cUS_uPVrkoRdG0/view?usp=drivesdk | ||||||||||||||||||||||||
| 2019-01-08 | Winter vacation speech | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking, Writing | Past simple tense | Winter vacation | Write an example speech for the dictation and bring photos of an example winter vacation, 15 minutes | Dictation | Students can understand what you say | * T reads a short speech about their winter vacation. For example: Hello. During winter vacation, I went to Nakano Broadway with my friends. We went shopping and ate Thai food. We bought Christmas presents for our families. We had a lot of fun. * While T is reading, students listen and write what they hear. Repeat if necessary. Then elicit the speech from students to check what they wrote. | Writing about someone else's vacation | Students can use pronouns and past tense | * Show three example pictures of someone's winter vacation. Give that person's name, for example, another teacher the students know. Ss then write a speech using their imagination and the pictures. | Giving the speech | Students can memorize and give their speech | * Ss memorize the speech. * Each student comes to the front of the room and gives their speech. | https://docs.google.com/document/d/1mU0GiLRrvpm746AGQxzFT5PwY_fsDpkvhxce8KwNlac/edit?usp=drivesdk | https://drive.google.com/file/d/1liffiwPol1vVe46frfuE5a7I8vBk-t4G/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2019-01-08 | Eiken practice | Mary Colak | SHS1 | Speaking, Writing | OTHER | Eiken practice (level 3 was practiced last semester and this semester classes are practicing pre-2) | eiken practice prints and worksheet | criss cross warm up | Students answer questions correctly, choose down or across and those students sit down. | First class back after winter holiday so a warm up just getting focused on using English is done in the beginning of class. A simple game of criss cross is played asking various questions about the winter holiday. | Eiken Interview overview and self practice | Students understand the interview overview and individually answer the practice print. | The teacher outlines the eiken interview. A practice worksheet is handed out and students work on answering the questions by themselves. They are free to ask questions but encourages to not use their dictionaries. Prints are collected and graded. | Pairwork eiken practice | Students work with a partner and practice the interview for Eiken. | The teacher gives a sample of pictures and questions that might be asked on the interview. The students work in pairs to ask each other questions about the pictures and questions. They help each other with vocabulary they don`t know. Answers are reviewed at the end of class. | https://docs.google.com/document/d/1exMPgDsrhJB1QvKh26P6P5Gw-bBpIkXspu-D9v22Uh8/edit?usp=drivesdk | https://drive.google.com/file/d/1LluiryTD35dNeeANcg9QIKkPhcgtnuuo/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-12-11 | S1 L8 | Kevin Warzala | SHS1 | Listening, Speaking, Writing, Grammar | Gerunds and Infinitives | Worksheet and blank paper | https://drive.google.com/open?id=112VPkIBEXpI-uUGp7UPgmWhBH3r-3VsO, https://drive.google.com/open?id=1-G3EKDt8OX8wk2o2dO8mUTOipVB7H8e9 | Review | Ss can correctly make the various previously learned sentences | Famous For / Known For | Ss can make sentences using "NAME is famous for / known for" + GERUND using people they know | Thank you for | Ss can correctly make sentences using "Thank you for" / "I'm sorry for" + GERUND | Sentences | Ss can make sentences describing various famous / non-famous people | Cards | Ss can make cards for people they appreciate using "thank you for" / "I'm sorry for" | https://docs.google.com/document/d/1SmtfskLzAvbqG05mdp-9kTy50uP_VF9Zx-NcKzThczw/edit?usp=drivesdk | https://drive.google.com/file/d/1woss1q9tA2wXmspLzvOOZ3Kp7DcqQhfq/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-12-11 | S1 L7 | Kevin Warzala | SHS1 | Listening, Speaking, Grammar | Gerunds and Infinitives | PPT and Worksheet | https://drive.google.com/open?id=1UG_gV8AFpfMyulwnag1J9d6EaskYqtuK, https://drive.google.com/open?id=1118NywR65sJ_Tw7nuNwQqdOnL9UQjeBO, https://drive.google.com/open?id=1H810Xgf1eTxd-n8Pzxojpdtnmr__se7F | Review | Ss can correctly make sentences using inf. | Gerunds v. Inf. | Ss can correctly turn simple verbs into gerunds or inf. | Sentences | Ss can correctly choose when to use gerunds or inf. in a sentence | Introduction | Ss can make sentences using "How about" + GERUND | Making Plans | Ss will fill in their own weekly schedule by inviting their friends to various activities | https://docs.google.com/document/d/1DDA9ueQiE_bUSJMyh_Mr0Kpx_NDbiGI6kaWUU5CwlPE/edit?usp=drivesdk | https://drive.google.com/file/d/1l2sdNnfI6BluCFX5uocmkc9Vrv3RSSxW/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-12-11 | J2 L9 | Kevin Warzala | JHS2 | Listening, Speaking | Comparison: Comparative adjectives and structures | PPT and Worksheet | https://drive.google.com/open?id=1wHjlnXoqIlH7wxvM49B3rQw1PuNnuTtp, https://drive.google.com/open?id=17jKd_R-hVIOIP2rtYXFoUoYp_YfgPQA4, https://drive.google.com/open?id=13tQLXBNQy9oyVDfCeEbvH4Cd0lGBqcTR | Review | Ss can correctly make sentences using "more" + ADJ | Vocab | Ss can correctly give examples using the new vocab | Introduction | Ss can make comparisons using "ADJer" | Production | Ss can make their own examples of sentences using real-world things they know | https://docs.google.com/document/d/1jnnxctnmU9gRfUFcwQuPy_DHYbjoGF_9sYkdcc8yaKE/edit?usp=drivesdk | https://drive.google.com/file/d/1dfCBYweMd8dr9klu6qSg40YWMu58__zt/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-12-11 | J2 L8 | Kevin Warzala | JHS2 | Listening, Speaking | Comparison: Comparative adjectives and structures | PPT and Worksheets | https://drive.google.com/open?id=1zx1fTHwaLh5wqTLYsgaeB_jx6udoL5Qw, https://drive.google.com/open?id=1LqMlhnFe42BrpZKsnpVcJ8te5tiCGK8H, https://drive.google.com/open?id=10jPlPeZPZ6a6f-gpMnAQh8K88D-Kp08b | Vocab | Ss can correctly give examples of new vocab words | Introduction | Ss can correctly make comparisons using "more" + ADJ | Production | Ss can make their own comparative sentences using things that they know | https://docs.google.com/document/d/1b04dkyC4QOLkiEEE5b7_lpY1S2eqAnaG2icgHHTqlJk/edit?usp=drivesdk | https://drive.google.com/file/d/1CZJl1Tl3IUZbAHLlYIzitcXb8gfcPcvV/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-12-11 | Bridge | Kevin Warzala | SHS3 | Listening, Speaking, Reading | OTHER | Newspaper article about the longest sea bridge in the world | https://drive.google.com/open?id=1Cd2RWwiQNlxvT4EIalVm6ObjLLJ7o3ss | Vocab | Ss can correctly identify the new vocab words | Cloze | Ss can correctly complete the sentences using the new vocab words | Phrases | Ss can correctly complete the phrases using the prompts | Production | Ss can ask and answer questions based on the article | https://docs.google.com/document/d/17o-n9drIrdoXjW4aNyS7SzGOCYqTfenz3ukwqSmM3ik/edit?usp=drivesdk | https://drive.google.com/file/d/1mrUi-xkxzJZFSESkdJl4OImYxZOTHBbS/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-12-11 | 3D L16 | Kevin Warzala | SHS3 | Listening, Speaking, Reading | OTHER | Newspaper article about disgusting food | https://drive.google.com/open?id=1C1wvtLa6cBhEvh_N7lIu-qjgTVaj-CWb | Vocab | Ss can correctly identify the new vocab words | Cloze | Ss can complete the sentences using the new vocab words | Phrases | Ss can complete the phrases using the prompts | Production | Ss can create their own questions based on the material | https://docs.google.com/document/d/1hQBF-fNwi9Jkn8qTN97xkYcr_e5lEQNE6lHfCZ_Jkc0/edit?usp=drivesdk | https://drive.google.com/file/d/1Z4ZtMy4kl7Zm9bRhhd6XLprNjJf4R52C/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-12-11 | 3D L15 | Kevin Warzala | SHS3 | Listening, Speaking, Reading | OTHER | Selfies | Selfie newspaper article | https://drive.google.com/open?id=1iOL11iRtAMwjWRDw3CvVKFp3XoTqobA- | Vocab | Ss can correctly identify all new vocab words | Cloze | Ss can complete the sentences using the new vocab words | Phrases | Ss can connect phrases using the prompts | Production | Ss can create their own questions about the activity | https://docs.google.com/document/d/1FfvGRNs6xbAs3pJWt8VdYMrXhNy9Xz6R487Uq-ixtsk/edit?usp=drivesdk | https://drive.google.com/file/d/1D2eg6i5GAMfLZdGU7nls4WcBWN6NNtQJ/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-12-11 | J1 L9 | Kevin Warzala | JHS1 | Listening, Speaking | CAN | Family | Family tree drawing on the whiteboard | https://drive.google.com/open?id=1a9JIt9YU6NdDNdwN88DcLRdFbYc9mfWq, https://drive.google.com/open?id=1OSYLHepVShe7COGx5irYx81p71nQ4kn8, https://drive.google.com/open?id=14hUHQEM6Zc1AUELwHFPa-aOUwMSnyG2Q, https://drive.google.com/open?id=1auETMMhp5fcMTCKPL_b_TM2viAwsyhI5 | Review | Ss will quickly review "I can" + VERB | Vocab | Ss will be able to talk about which members of their family they have and how many using the family tree drawing and the sentence "Do you have any...?" | Introduction | Ss can create CAN sentences using "My ... can" + VERB | Quiz | Ss can complete a short listening quiz using sentences | https://docs.google.com/document/d/1xkVBxmvu02wOUrImN4nZWS8xEA6c0MURqb3yMMNDQq4/edit?usp=drivesdk | https://drive.google.com/file/d/1wu0zbEliHKxLSb6GHtzVOZycrYWy76TT/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-12-11 | J1 L7 | Kevin Warzala | JHS1 | Listening, Speaking | Modals | PPT and worksheet for vocab | https://drive.google.com/open?id=1kdHUuaa3HtcRQu1vvo2Uk9MxFIqK8FOu, https://drive.google.com/open?id=1saCN-9CtaXb6025LHf2GdYWY9RHXBzEi, https://drive.google.com/open?id=10bmhlMsqqJmHpGKbCscsX_DuV48gI4Pi, https://drive.google.com/open?id=1fG1zFXCHfW8T8OBGp_lDk4O685dNbYly, https://drive.google.com/open?id=1BW3zADJRQgUOdEY2bR9_5otLYr1Gh0FH | Review | Ss will correctly remember basic colors and numbers | Vocab | Ss can correctly identify various fruit | Introduction | Ss can make full sentences describing the color, amount and kind of fruit they can see by using "I can see" + NUMBER + COLOR + FRUIT | Quiz | Ss will finish a short quiz to check their vocab comprehension | https://docs.google.com/document/d/1_bLDKjzMeUeo2vzrkwtVRBK9G1cP0CJusV2lOFUaut0/edit?usp=drivesdk | https://drive.google.com/file/d/1_iGs6U1PKGItK6GERHw8DrzplmOgY1o1/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-12-11 | J1 L8 | Kevin Warzla | JHS1 | Listening, Speaking | Modals | Previous lesson PPT for review, Worksheet | https://drive.google.com/open?id=1vVo5g_O9Yf4RI0QxYm8oL-D6qKMHIXmc, https://drive.google.com/open?id=1L0XWXQQLhl9dR3BsUd_8qGUhmD0hk6fb | Warm-Up | Ss can correct play a few rounds of Simon Says to review verbs | PPT Review | Ss will be able to correctly make sentences using "I can see" | Introduction | Ss can correctly make sentences using "I can" + VERB | Worksheet | Ss can personally answer questions about what they can do | Survey | Ss will find what kind of hidden talents their classmates have by asking "Can you..?" | https://docs.google.com/document/d/11JWd9p6gDdXHexxIc0KnZie5lMhYzdaygt1KDNA0Ma4/edit?usp=drivesdk | https://drive.google.com/file/d/1zGQUbW60Vi6tU2kf9_qiqUFfivSYKv8G/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-12-07 | JHS1 Lesson 19 - In a Restaurant | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation | CAN | MAY or MIGHT | Print Restaurant worksheet. | https://drive.google.com/open?id=1D3ZGjWUWOm3HKddD93tLs0sUWMTaxWg6oAjiBGeplrA | Greet the class and warm up by asking questions about their winter vacation. Because this lesson is based around ordering food in a restaurant, it would be a good idea to elicit some food vocabulary from the students. "Where did you go in your winter vacation?" "What did you eat?" | Students have warmed up by answering some basic questions about their winter vacation. | Listen and repeat the target conversation on page 157. (Ordering food). | Students have listened to the conversation and repeated it. Any questions regarding the text have been answered. | Teach the students some food vocabulary regarding size and the way things can be cooked. Eg - raw, well done etc. Small, medium, large. | Students understand the new vocabulary in the text. | Students practice the conversation and present in front of the class in teams of three. | Students have presented the conversation in front of the class. | Model the 'Restaurant' worksheet with the JTE, writing some more food vocabulary on the board for the students. Further explain the polite way to order food. | Students understand how to complete the worksheet. | Students complete the worksheet in teams of three. | Students have completed the task. | Students present their conversations in front of the class. | Students have presented and had any questions answered. | New Treasure page 157 | https://docs.google.com/document/d/1RgQz_fGaijrCc5ErhlPR2DCnCYyuU5pWWUGZCJQ1UMs/edit?usp=drivesdk | https://drive.google.com/file/d/1uUXnUN07MVfWo2B_tYQTFin3d5dEcY62/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-12-06 | JHS2 Lesson 22 - Present Participle | Andy Hughes | Jennifer Willett | JHS2 | Listening, Speaking, Pronunciation | Present simple tense | Create Battle game | https://drive.google.com/open?id=1imdFrK3NXVD9QN9xov0eSTW6hUQgBGfIbrSlumlAHmM | Greet the class and warm up. As this class is the first one after coming back from the winter vacation, it is a great chance to ask the students about what they did. Ask a few students some questions and then allow them to ask other students about their winter vacation. Do this for roughly 5 minutes. | Students are warmed up. | Read and repeat. Students listen to the conversation on page 138 and repeat. Any difficult words are explained. The grammar point is identified. | Students understand the conversation and have had time to practice it. | Reading race. Some students can read the conversation with a partner against another team of two. The first pair to get to the end of the conversation wins. | Students have competed in the reading challenge. | Speak and check. Allow the students to work on the speak and check activity. Elicit answers from the students after a couple of minutes. | Students have answered all of the questions. | Model the Battle Game with the JTE. Students will be familiar with format as they have played a similar game before the winter vacation. | Students understand how to play the battle game. | Students play the battle game with a partner. | Students have finished the game. | Students VS teacher battle game. A small team of students can play the battle game against the teachers. | Game has finished. | Criss Cross game about Winter holidays (if there is any time remaining). | Game has finished. | New Treasure page 138 | https://docs.google.com/document/d/1vvh1LOvih4CaIMHAQn0qGKpcinYD7SUu_p4VZLi3RTw/edit?usp=drivesdk | https://drive.google.com/file/d/1D12xO6TFGoWMATQIy5Tsblkb_yodz7l5/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-12-05 | Last lesson | Mary McCaffery | SHS2 | Listening, Speaking, Reading | OTHER | a review and a little discussion | PC, quiz game link, slide show | travel brochure survey results | Students hear the results of the survey. | Students hear the overview of how the travel brochure presentations went and the student survey poles for most interesting country (and why) and best presentation (and why). | quiz game | Students play a review quiz game | Students get into groups and play a quiz game. The questions range from easy to hard and different categories from their study abroad experience to grammar and a holiday themed category. The quiz game is like jeopardy. | Christmas discussion | Students watch a slide show about Christmas and then have a discussion about traditions. | The teacher shows a short slight show and explains some traditions of western/American customs and traditions. Students answer questions related to Christmas. Then as a class they discuss their family traditions for Christmas and New Year's. | https://docs.google.com/document/d/1as70v2dOxVDEBT6A0wBcu8va8IBncoJWKCMhproRCLQ/edit?usp=drivesdk | https://drive.google.com/file/d/1XPOxH01RvvSZeauznBHLwcm2AtBRphz9/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-12-05 | SHS1 Lesson 22 Unit6: Restrictive relative clauses | JENNIFER WILLETT | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Relative Clauses: Defining | taboo cards | https://drive.google.com/open?id=1oUnpR90AgeHTMBOdpI3LfwMu1Hqj2Eu3QAHewNourfc | Greet class/warm up | When S have warmed up and spoken about vacations | Ask S to chat about what the best parts of their vacations were and get feedback from a few. | Introduce key grammar- relative clauses | When S have become familiar with the key language | Talk with the JTE about your vacation, use some restrictive (AKA defining) relative clauses Clarification: The book that she read was important for her essay topic. (restrictive) The people who were interviewed volunteered to be part of the study. (restrictive) The Open University, which is entirely online, has its main office in Oxford. (nonrestrictive) This lesson focuses on restrictive relative clauses (non-restrictive is covered in the next class). The present that I received is really wonderful. The friends who I celebrated New Year with are really fun and we had a great time. etc Check meaning with students and focus on who/which/that in the relative clause. Make sure they know when to use them appropriately. | Students practise restrictive relative clauses using a Taboo style speaking game | S gain confidence with grammar and its application | A person who… A place where… A thing that… A time when… A day when... Taboo guessing game: Make groups of 6, in each group there are 2 teams of 3 Students are given a deck of cards by teachers that they are not allowed to touch look at, they are face down on the desk. A S stands and takes the top card. They must NOT show it to anyone. They must fold their arms to avoid gesturing and use relative clauses to describe the thing on the card. Card items: Donald Trump (taboo:USA/America, president, whitehouse) taiyaki (taboo: anko, fish) love letter (taboo: ) onsen (taboo: hot, water, bath, sento) pachinko (taboo: any pachinko brand name is taboo, silver, ball) Tanabata (taboo: July, bamboo) vending machine (taboo: drink, machine) Hayao Miyazaki (taboo: Studio Ghibili, all ghibili film and character names are taboo) toilet paper (taboo: toilet) star (taboo: night, sky, moon) ghost (taboo: dead, haunted house/mansion) tanuki (taboo: Pom Poko) Your homeroom teacher (taboo: teacher, school, homeroom, class, classroom) kendo (taboo: stick, sword, mask, PE/Gym, hit) sofa (taboo: soft, sit, living room) firefighter (taboo: fire, fire engine, water, red) Funashii (taboo: yellow, NO FUNASHII VOICES, character,) Jamu Ojiisan (taboo: Anpanman, baker) your locker (taboo: classroom, books, lock) birthday (taboo: birth/born, cake, presents, happy birthday, party) knife (taboo: cut) okonomiyaki (taboo: eggs, Hiroshima,) shampoo hat (taboo: shampoo, bath, shower, head) Daily Yamazaki (taboo: convenience, store/shop,) Hachi the dog (taboo: Shibuya, station, statue) The person with the card will try WITHOUT GESTURES to get their teammates to guess the word. Persons from the opposite team will monitor the person speaking to make sure: they use relative clauses for EVERY sentence, they MUST NOT use gestures, the key word, or any of the Taboo words. This includes synonyms or Japanese words. The other 2 members have 2m to guess (adjust timing depending on the group), the opposing team monitor time as well as taboo words. If the 2 members of their team guess they get 2 points. If they are close but not exactly they can get 1 point. Any disputes resolved by teachers/janken. Then the teams switch roles. Play switches back and forth, the student taking a card rotates within their 3 person team. ------------------------------------------------------------------------------------------------------------ If the game is too hard let S play with only the target word as taboo, or allowing them to say one taboo word on the list but any more and they are out. | If time S complete some further exercises to build fluency | S should talk about their family and their home in their groups of 4 with a focus on using relative clauses. | Time Zones 4, Unit 6 pg 57&58 | https://docs.google.com/document/d/1rWmet_F64TC6KkDrnabvpnUQvqe1sdDoVAlFvwK7fQo/edit?usp=drivesdk | https://drive.google.com/file/d/1pb1Db1xmwJUZEaIZPG01r48x__hH0Nh8/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-12-05 | Lesson 23 Unit 6 Non-restrictive relative clauses | JENNIFER WILLETT | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Relative Clauses: Non-defining | Grammar bingo envelopes, yellow cards and grids. | https://drive.google.com/open?id=1w3DffRC9RGaRwNCea7D2h9_f4Lw3Kjqm, https://drive.google.com/open?id=1TX2xYGaNCRVb73OHldtH6yoUuOyXAORK, https://drive.google.com/open?id=1BGp-N0UmA7_0_DyyclZwletu5Z3r-USt | Greet Class | S have warmed up | S should talk about a friend and use relative clauses in their descriptions. | Listening activities | S practice listening comprehension | Page 59 Activity C: Check the vocabulary first: region, jellyfish, bell-shaped, oceans (most students say sea) Do the listening activity (play twice if necessary) and check answers with S. | Play grammar bingo game | Play a speaking drilling game to increase accuracy and contextual awareness of when to use relative clauses. One team has won the game, or continue until there is a blackout on the grid if they finish quickly. | Grammar bingo using non-restrictive relative clauses: 1. Our school principal, who is called Mr. Imai , lives in Tokyo. 2. Penguins, which can't fly , live at the South Pole. 3.Eating too much chocolate, which contains a lot of sugar , is bad for your teeth. 4. Burning plastic, which produces a lot of smoke , is bad for the environment. 5. New York, which is sometimes called The Big Apple , is a very big city. 6. Sapporo, where you can visit the the snow festival , is famous for ramen. 7. Sloths, which are really cute , move very slowly. 8. Natto, which smells bad , is a healthy food. 9. Kugayama, where we go to school , is a small town. 10. Shinjuku station, which is on the Chuo line, is very busy. 11. Studio Ghibili, which is world famous , makes wonderful animation. 12. London, where about 7 million people live , is the capital of England. 13. Playing too many games, which can damage your focus , is bad for your grades. 14. John Lennon, who came from Liverpool , wrote 'Imagine'. 15. Martin Luther King, who was shot in 1968 , fought for equality. 16. Nurses, who help sick people , often work in hospitals. These sentences printed in colour, are cut up and the word 'who/whom/which /whose/where' is REMOVED. •Make a 4x4 grid in chalk on the board and place the envelopes in the grid (16 spaces and 16 envelopes) •Give each team one set of yellow cards (who/whom/which/whose/where) and one bingo grid •Get the team to choose one ‘runner’, everybody else MUST say seated throughout for safety reasons, get the students to clear any obstacles like bags and flasks from the floor so the runners won’t trip. Demo the game: •Play the game: - the runners all run to the board and grab an envelope, then return to their group. •They arrange the sentence and insert the correct word from their yellow card set to complete the sentence. •They raise their hands and a teacher checks, the students must read the sentence together, if they don’t get it right or don’t speak then they must re-do it, walk away and help another team. If they get it right they can cross the number contained within the envelope off of their bingo grid and return the envelope to the board, taking another and repeating the process until they have bingo. •The JTE should be checking half the class, you should be checking the other half, if there are about 8 teams of 5/6 students it’s manageable, but if you make the groups smaller and have 11 teams of 4 playing, then you’ll run into trouble. •Watch out for: •Noise levels •Open windows mean a breeze can send all the cards flying •Stress that students must check they have all the cards when they return them to the envelope, otherwise the game becomes impossible to play. •Students mustn’t peek into the envelopes on the blackboard to get the number they want, they should be taking them blind and returning them to the same place on the board, which adds an element of chance, allowing weaker students to have a shot at winning the game. | If time, further practise listening | S develop comprehension skills more | Pg 57 Time Zones LISTENING B ONLY (A is not really useful) relative clauses sheet attached can be given to classes where the game won't work because of behaviour, or as homework. | Time Zones 4 | https://docs.google.com/document/d/10xb_P3GFKebKZpC93x0ls0jWbARgl_wzysHKjmiPMUY/edit?usp=drivesdk | https://drive.google.com/file/d/12IfVEAIDIPdIIg_B7Ludc8ppTaIt7kFe/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-12-04 | Christmas | Jason Packman | Brandon Lindsay | JHS2 | Listening, Speaking | Questions: WH questions | Clauses of reason (e.g. because, because of, due to, as, since) | Christmas! | print out the two worksheets | https://docs.google.com/document/d/1zF_yTs4mauaVw6ZkVgmNgRvRowfsGiK1qSRHc3PMyeo/edit?usp=sharing https://docs.google.com/document/d/1wSmaTwySAC6JoJ8SxUhn3xgkRi_m3jOwUaoA2j-dvfc/edit?usp=sharing | What do you want for Christmas | Students can say what they want for christmas | Have students stand up, have everyone say "I want ... for Christmas". T can model orally or write the sentence on the board but have all the students say a sentence one time. | Draw your gift and find a reason | Students have drawn a picture and give a reason for why they want their gift | Ss are given the worksheet and told to draw a picture of their gift and give a reason as to why they want it. "I want a bicycle for Christmas because my bicycle is too old" Have students write that sentence on their worksheet in addition to drawing the picture | Play hot potato | Ss can ask and answer about each other's christmas wishes | T explains hot potato, and the conversation Ss will have "What do you want for Christmas? i want a bicycle! Why? Because mine is too old. Well, I hope Santa thinks so too!" T passes out the ball, S play hot potato with only the answer. After a few rounds, T passes out the question ball, and S have the conversation with each other when the music ends | Conversation Practice | Ss can discuss their Christmas wants in a more natural situation | Ss come to the front in random pairs. S play janken. Then the winner takes the role of asking questions while loser answers. this is the same dialog as as above, except the pairs are in the front of the room. is that a more natural conversation? Make sure everyone comes to the front at least once | Christmas Crossword puzzle | the bell | Give kids a christmas crossword puzzle. enjoy! | https://docs.google.com/document/d/1Bur63S9XcxidCGWyH8HyewfYslQpib4rIGh-xT06XWI/edit?usp=drivesdk | https://drive.google.com/file/d/1wF41n93DfhnEnyFgHLxNrVRcp4tTjD8a/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-12-04 | Rules and Obligations | Stuart Dalziel | JHS3 | Listening, Speaking, Grammar | Modals | Rules | Print and cut modal strips, print A3 picture sheets | https://drive.google.com/open?id=1ERkJWfYlNyCWN8NunxM_ZBrPB8pSW3Rf, https://drive.google.com/open?id=1dUidYi9qPXweOlErMfA7QZzEH7PZ1xzc, https://drive.google.com/open?id=1MeYmL3xwqbK1YB-25Y6brefFuWSS_WRU, https://drive.google.com/open?id=1m1nE57ujzTSH8n3lJUhYJkuLfcuZm8Jv, https://drive.google.com/open?id=1BKVZPXl4v9wWhuDroF9ZuNFVR0Tvu8c0, https://drive.google.com/open?id=1Mho5BMQ8_2gx5HIWBCeR4Ts3Xq_bEKbK, https://drive.google.com/open?id=1uHl5vH-AjCbIPLbGCCuJ-GoPpLZjjfB7, https://drive.google.com/open?id=16LwDrkHUqMbkjWZKXyVx9QtYe_evFArY, https://drive.google.com/open?id=1W_i48PWElKY60194yOqLdg6_nlROYXuT, https://drive.google.com/open?id=1TqZdZOoif0NUUupAMfLm3_4DcrycDtF9 | A cline arrow from 0%-100% is drawn on the board, with 25%,50% and 70% also labelled. A student at random is given one modal of obligation on paper (perhaps and easy one) and invited to pin it in the correct location on the cline. Repeat with other students until all modals are correctly positioned. Ss invited to copy this into their notebooks for future reference. | Ss have copied the cline into their notebooks | A and B Listening on P.26 completed and checked as a group. Connection between modals presented earlier and the listening text pointed out (we use these to talk about rules; what we can, can’t and have to do). A couple of examples elicited (perhaps on the topic of our school’s rules) using a variety of modals. | Answers checked and examples elicited | Ss put into teams of four and given the A3 silly sign sheets. They are then encouraged to reflect on what each sign’s meaning could be. After they have reached a consensus one team member should write down the meaning of the sign, using the modals previously presented where necessary. Each team then gives a brief presentation on their ideas. | Presentations are completed | If more time remains, Ss complete P.29C, rephrasing each sentence so that it uses either “can’t” or “have to”. | Bell rings / answers checked | Timezones 3 (Unit 3) P. 26-29 | https://docs.google.com/document/d/1bH4E0VdyOexVugD7rl39yLF8KU0OkFxZsoEIBc2uaqM/edit?usp=drivesdk | https://drive.google.com/file/d/1O_IDDWOs1W7qEuLkaR48tUkQJNUk4kvF/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-12-03 | Emergencies | Brandon Lindsay | JHS2 | Speaking | MUST or MUSTN'T | Emergencies | Think of some example emergencies since students might have difficulty coming up with their own, 5 minutes | Reading | Students understand emergency vocabulary as well as imperatives | * Ts read conversation and explain/demonstrate the meaning of the conversation. * Ss shadow the teacher, then do a roleplay, then switch roles with the teacher. * Students then practice reading the conversation with a partner. | Original version | Students have written their own version of the conversation | * Give the students some suggested emergency situations with the option to come up with their own. * Students write imperative sentences using must and must not. | Partner presentations | Students remember the structure and vocabulary of their conversation | * Students then practice and memorize their new conversation. * Each pair presents. | New Crown 2, p. 37 | https://docs.google.com/document/d/1OITmZRcbGg6IlHL_i_JnGnW5Xncd6zFqD5mGAxB8BEY/edit?usp=drivesdk | https://drive.google.com/file/d/18-Jatq2cwhtVgVUyIC8DkF_1iAaxN5eg/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-12-03 | Review | Mary McCaffery | SHS1 | Listening, Speaking, Reading, Writing | OTHER | The main focus is a review of past lessons so students can practice before their exams. Today`s lesson focused on auxiliary verbs and gerunds. | PC, video link, activity sheet | criss cross warm up | Students play a game of criss cross while reviewing grammar. | A quick review and example is given on the board. Students play a game of criss cross. The focus is on auxiliary verbs. The teacher writes a problem on the board and explains to the students. They then give advice using `You should/must/have to/could...`. | What activities do you enjoy doing... | Students ask questions using gerunds for review. | The teacher asks students a series of questions using gerunds. The question examples include `What activities do you enjoy doing....(alone, with friends, on weekends, to relax, etc.) and students answer. | Video Listening Challenge | Students watch a short video and answer questions based on it. | The teacher shows a short animation clip about 12 minutes long and hands out a question sheet. As students watch the video, they answer the questions. Answers are reviewed at the end. The speed of the video is slightly fast. At times, the English is easy to catch and others a little challenge. The video is being shown in the high level classes. | https://docs.google.com/document/d/1Q8LAz91E3ie4FGGEN8asil1PaMVhKniDrqrkeOgEQpc/edit?usp=drivesdk | https://drive.google.com/file/d/1FuMYCkVdWKupTb--FlLByj04Uh8JciTV/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-12-03 | Travel Brochure Presentations | Mary McCaffery | SHS2 | Listening, Speaking | NONE | Students use their abilities to give presentations. This class and their study abroad experience has given them many opportunities to improve their presentation skills. | pc, scanned brochures for the board, grade sheets, timer, survey sheets | lesson overview | Students listen to the goal of the class. | The teacher explains the over view of the class and answers any questions. | Presentations | Students finish giving presentations on their travel brochures. | The remaining pairs give their presentations based on the countries they chose. They use their scanned brochures as a visual aid to help explain their countries. They can use the white board to draw or write. | survey | Students complete a survey about the presentations. | As the groups present, the other students are writing a survey about which groups gave a good presentation as well as which countries were interesting and why. The survey results will be presented next class. | https://docs.google.com/document/d/1W7ONNGCw7-bLKG2yXJbjf2CDIUNO3Ll_VMr-pgaZ4J4/edit?usp=drivesdk | https://drive.google.com/file/d/17ngauEuW3GMaAPprL8t_edPu2mN59K1P/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-12-02 | Practicing for a presentation Contest | Peter Ackerly | JHS2 | Speaking | OTHER | Melody | Presentation skills. | I’m very happy with how this project is going because the Japanese teachers seem to understand that it works best when a presentation project involves both Japanese and the native teachers. All of the students had scrips to work from | Set up and expectations | This action is completely all of the students questions about this activity have been answered | We have to make sure that the technology is working properly and we also have to communicate some of the rules about how to conduct the presentation. The students are using slide shows and we want them to think carefully about where they are looking when they talk. The most important thing is look at the script then speak to the audience. Don’t speak while you are looking at the script. Also, if they want to check to make sure that the sliders in the right place, they should look at the presentation screen not down at the computer. | Give feedback | Individual student and the whole class has gotten the opportunity to practice the pointer being given. | You can’t get feedback on every line of each presentation. Instead, you need to choose something important in the presentation that is different from what you have pointed out a Nother presentations. Make sure the student presenting as a chance to get it right. | Make sure everybody gets a chance. | In this context it’s unlikely that everyone gets a chance so this will have to be continued in a later lesson. | https://docs.google.com/document/d/1j4sw6rjQXc7gaiYi4nYt_cLcigmGG0hc8FGdvNhZq5s/edit?usp=drivesdk | https://drive.google.com/file/d/12Mr6zj78pJcLnEyhtX0_43VWFxnrIW2f/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-30 | JHS2 Lesson 21 - Gerunds Review | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Reading | Gerunds | Print the Gerunds game. | https://drive.google.com/open?id=1wPGDHCSZF2kPE6w1mpBnvvWbwwNHwq1IyjbxuOE5sdI | Greet the class and warm up. Ask a few questions using the Gerunds structures taught in the previous four lessons. (Take questions from the previously taught worksheets and have the students ask each other some simple questions). | Students have warmed up. | Eg - What do you think about READING books? - Talk about something you feel excited about doing. | Listen and repeat - New Treasure page 74. | Students listen and repeat the conversation. Pronunciation is checked and corrected. | Drill page 83 Communication exercise. This passage will appear on the upcoming tests so we must make sure that the students can identify where the Gerunds are and their function. | Students have repeated the conversation and can identify the gerunds. | Model the 'Gerund Review' game with the JTE. | Students understand how to play the game. | Teams of four should play this game. Students play Janken to decide the first player. For each turn, the student plays Janken with the student to his left. If the student wins, they move two spaces. If they lose, they can move only one space. If they land on a space and they are unable to answer the question within a decided time limit, they must move back one space. The first student to reach the finish space wins. | Students play the Gerunds game. | Game has been completed. | Students share their answers if there is enough time left. Since this is the final lesson on gerunds, we should make sure that they completely understand each gerund and how they can be used in asking and answering questions. | Students have asked and answered some questions using gerunds. | Review New Treasure Pg 74. | https://docs.google.com/document/d/14Ff4sJdBzug2JWUWNAJFMwERekLRF26Vbujl5KzK2Bk/edit?usp=drivesdk | https://drive.google.com/file/d/1Rh5qSEcjkW1vQHMgJh3tqPnKTLOhpl9h/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-11-29 | Christmas Holiday Cheer | Jason Packman | Brandon Lindsay, Emma | JHS1 | Listening, Speaking, Writing, paper cutting art | Verbs: Action verbs | Christmas | lots of white paper, scissors, and the worksheets | https://docs.google.com/document/d/1DXG8hnkd5oljaXD7hAGjpzp8tLzQ_UClgCmdf7BfVhQ/edit?usp=sharing | Kids think about what they want for christmas | S have drawn a picture of what they want for christmas and have completed the sentence | S given worksheet with an empty gift box. Ss are told to draw a picture of what they want and write the name of it in the S below. T can model by making their own worksheets | Hot Potato game | Ss can say what they want w/o looking at a paper | Ss are told we will play the hot potato game. teacher prepares a christmas song to play as students pass the ball. there are two or three balls going around the room at the same time. when the music stops, the S holding the ball must say what they want for christmas and show everyone else the same. | Make snowflakes | Kids make beautiful snowflakes and have a floor that needs to be swept up by them | Kids are shown how to make paper snowflakes in english. kids then make snowflakes and show them to their teachers | https://docs.google.com/document/d/1NFYcJW8ExlCQq0LhqGThEeAeEwdDG94FEDU_W2SIWs0/edit?usp=drivesdk | https://drive.google.com/file/d/1UMyxyUy2R1wlFdMeIHAFkZyO-d-b-1m0/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-11-29 | Listening Test | Mary McCaffery | SHS1 | Listening, Speaking, Reading | OTHER | Today`s lesson focused on the semester main grammar points including auxiliary verbs, passive voice, infinitives and especially gerunds. | PC, listening recording, test print, activity print | listening test | Students listen to a conversation and answer the questions. | The first year students have a final listening test in the semester. It is a conversation including the four main grammar points. They will listen twice and answer questions based on the conversation. There is also a short opinion writing section. | criss cross review | Students focus on a grammar point creating sentences to sit down. | Students play a game of criss cross focusing on making gerund sentences. The sentences revolve around Doraemon. The teacher gives a couple examples on the board and reviews the grammar point. Then the students stand and play a game of criss cross taking turns creating sentences about Doraemon using gerunds. Example - Doraemon likes helping his friends. He enjoys eating dorayaki. He loves going to the future. | What activities do you enjoy doing... | Students complete a board of questions using gerunds. | A print with a boxes of various times and places is handed out. The main question is `What activities do you enjoy doing...` and the students answer the different questions in each box with their own ideas. They are given a little thinking time to write their ideas down. Then they practice asking and answering with a partner. Once they have practiced with their partner, students are called on to ask other classmates in front of the class. Example - ...on weekends? I enjoy sleeping late on weekends., ...to relax? I enjoy taking a bath to relax. | https://docs.google.com/document/d/111J_a-vGIFyz5oU1L9vr6LxN3IQvyHLgfnPr2kDpxcs/edit?usp=drivesdk | https://drive.google.com/file/d/1Dznv8jfSTtrlhhiiec5bwjOriSzZ9TwG/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-28 | Listening Test & Quiz Game | Mary McCaffery | SHS1 | Listening, Speaking, Reading | OTHER | The listening test and quiz game include a review of the semester`s grammar including auxiliary verbs, passive voice, infinitives and gerunds. | PC, listening test file, test, quiz game | semester final test | Students listen to a conversation and answer questions. | There is a conversation recording. The students listen to the conversation and answer multiple choice questions based on the listening. The conversation was created to include the four main grammar points of the semester (auxiliary verbs, passive voice, infinitives and gerunds). | Writing | Students answer a short writing question based on the final test. | The students will answer a question related to the test but using their own opinion. It will count towards their final grade. | Quiz Game | Students play a quiz game in groups for points. | Students make groups. They then work together to answer questions on a game board similar to Jeopardy. The categories are about the school and grammar points of the semester. Students had to answer in full sentences and within time limits. This was a good way for students to wind down after their test and still review material and vocabulary. | https://docs.google.com/document/d/1eMXDODBJ2c-HPafkhyLpbGb1CjTH5S7YYGb9Jm5Qu4w/edit?usp=drivesdk | https://drive.google.com/file/d/1nlsrUztTf3S73cXOTMtwT2IFY-x3v3ID/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-28 | Travel Brochure presentations | Mary McCaffery | SHS2 | Listening, Speaking | OTHER | Presentation skills like eye contact, posture, use of visual aids, pronunciation, volume, pacing, etc are focused on as students talk about their travel brochure projects. | PC scanned brochures, score sheets, prints, travel brochures, timer | writing warm up | Students answer a question based on previous lesson materials. | A short quiz is given in the beginning of class. Students answer a question and the goal is opinion and creative writing. | presentation prep | Students practice their presentation with their partner. | Students use their travel brochure pamphlets and practice presenting with their partner. They are given a rubric on what is being graded. They need to focus on making eye contact, have good volume, pacing, pronunciation as well as good posture and use of visual aids. | Presentations | Students give presentations on the country they chose for their travel brochure project. | Students begin their travel brochure presentations. They take turns presenting the material. The brochures are scanned into the PC and put on the classroom smart screen to use as a visual aid. They have pictures to help in explaining their countries. Students are scored on their presentation as well as their final travel brochure pamphlet. Those that are listening to the presentations will answer a short survey about the most interesting country and the best presentation. | https://docs.google.com/document/d/1LMKlq3_T9mkBjHRtN9VkCXf9RNQlg8uWwxk0d_GQXzc/edit?usp=drivesdk | https://drive.google.com/file/d/12v_fndZldhwaKSGsVgVt_-Ej7LjNC2G5/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-28 | JHS1 Lesson 18 - Making a Recipe | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Questions and short answers | Adjectives | Print Recipe Sheet | https://drive.google.com/open?id=1tcuHd8iwm4w9TNOmY4UcurUUP-WoLIBDMFME_XM0RGI | Greet the class. Warm up by recalling the conjunctions taught in the previous lesson and they will be used in this lesson too. Introduce some new conjunctions and demonstrate how they can be used in sentences. | Students are warmed up and understand the new conjuctions. | Listen and repeat. Model the conversation with the JTE and have the students repeat each sentence. Answer any questions regarding the new vocabulary. | Students understand the communication task. | Students practice the conversation in pairs. | Students have been given a few minutes to practice the conversation and have completed it. | Students present the conversation in pairs. Listen to any common pronunciation mistakes and make sure the students understand where they are making mistakes. | Communication task completed. | Introduce some new food vocabulary and how conjunctions can be used to form a recipe. | Students volunteer some answers and have enough new vocabulary to make their own recipe. | Model the 'Making a Recipe' worksheet with the JTE. Work together to make an original recipe. | Students understand how to make their own recipe using conjunctions. | Students work in pairs to create their own recipe using original sentences. | Students have completed the recipe. | Students present their ideas in front of the class. | Students have finished their presentations. | Christmas games - if there is any time left. | Students have played some Christmas themed games. | New Treasure Page 145 | https://docs.google.com/document/d/1Qq7vibjo0CesqoEk-appyjYvatTi87OO1tFFDoq7qqQ/edit?usp=drivesdk | https://drive.google.com/file/d/1ZNrvk5A95yaaENTublMLCJrUrOyJH5bs/view?usp=drivesdk | ||||||||||||||||||||
| 2018-11-27 | Geography Quiz Game | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking | Questions and short answers | Geography | Bring small papers for each student and tell students to bring geography books, 10 minutes | Finish presentations | All students have finished presentations | * All students finish presentations from last week. | Question writing | All students have submitted a geography question | * Ss use geography books to write a geography question in English and submits it to the teacher on a piece of paper provided by the teacher. | Quiz game | Students can answer questions about geography in English | * Split the class into four teams. One student stands. In order to sit down, Ss have to try to answer. Then the next team member stands up. * Draw a question from a basket and ask it. Give points to the teams that answer questions. | https://docs.google.com/document/d/1Bn1XmQtuhPz4yR4rc-dRH8AQSWwWASimEo7cLpaiGvs/edit?usp=drivesdk | https://drive.google.com/file/d/1r4Z6MeKLKU2sZOlvKaAitu6QlNrE2Du2/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-27 | JHS1 - Early Basics lesson (mixed bag) | James Modlin | JHS1 | Listening, Speaking, Writing, Grammar | OTHER | Bring a ball and music player. Print out the worksheet - one for each student. | https://drive.google.com/open?id=1cD2aA0Ii2iQV7vQrDku3wxIGQ8i_Hvul | Pass the ball and play the music. Turn around and face the board so you can't see who has the ball. Randomly stop the music and the student holding the ball has to answer a question. | After 7-8 people have answered a question. You don't need to do this for very long. | Possible questions: Whose pencil case is this? (It's Saki's). Whose bag is this? (It's mine). What's your name? When's your birthday? How old are you? | Pass out the worksheets. | Go over the answers as a class. You may need help from the Japanese teacher depending on the level of your students. | You'll check the paper after the next activity. (My current JHS1 students need constant stimulation or they tune out completely). | Months spelling game - listen to the teacher and spell the month. | Once you've done all twelve months you're finished. | Make 2-3 teams. Have the first student from each come to the front. Say the month and spell it out. The first team to spell it correctly gets a point. Make sure they don't jump the gun and start writing before you start speaking. | Now you'll go back to the worksheet. Practice pronunciation. Don't dwell too long or you might lose their interest. | Split the class in half (or not). Teacher asks the questions in order on the paper, student answers (one student at a time). Correct pronunciation if necessary. Once everyone has gone, you're finished. | https://docs.google.com/document/d/1zamGzGxh2m9FFJG84T9ko1E3PcgiD7o-AWqvOX9G-0s/edit?usp=drivesdk | https://drive.google.com/file/d/1e7ykrfA7wJad4vWO9uxP5B20Udc9z5g7/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-11-26 | SHS1 Lesson 21 Idioms using too/enough | JENNIFER WILLETT | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking, Idioms | Quantifiers (e.g. some, many, much, any, few, little) | Too/Enough idioms worksheets, money game cards, magnets for money game (1 for each card, so 25 minimum needed) | https://drive.google.com/open?id=1bEeWq_fJeSRKQvG0T6WPu3Y7KjgWgE0R, https://drive.google.com/open?id=1-EWHvdRtgEqxsRjkI_iClWqpWdGo_8I_ | https://www.youtube.com/watch?v=4hmAoIoh88c | Greet Class | S have warmed up and have reviewed use of too & enough | Prompt= What do you want to do today instead of studying? Why can't you do it? e.g. I want to sleep, but I have too much to study. I don't have enough time to rest. | Introduce today's idioms and their meanings | S have learned some idioms and their definitions | Refresh students on what an idiom is. An example of a Japanese idiom is "uma ga au" (lit: to meet a horse), this means to get on well. Similarly the English "to get on like a house on fire" is nonsensical when translated literally. Explain that enough and to are used in many idioms, hand out the worksheet and get S in pairs/small groups to match the idioms and their meanings. Check as a group. | Play the Money game | S have applied their knowledge os idioms which use too and enough to example scenarios. | Money game rules can be found here: https://www.youtube.com/watch?v=4hmAoIoh88c I play a variation with cards, x axis has A-E labeling columns and y axis has 1-5 labeling rows, there are 25 cards with the blank side facing out. On the reverse a monetary amount is written. 25 cards are as follows: -$500 x1 -$1000 x 1 -$2500 x 1 -$5000 x 1 $1 x 2 $50 x 2 $100 x 2 $300 x 4 $500 x 5 $1000 x 3 $5000 x 3 I say NOTHING about the minus amounts or the highest/lowest amounts, as the S shock makes the game more fun and surprising. It always goes down well. The class plays in 3 or 4 teams. Get them to pick team names, the JTE should be ready to keep a running tally of how much money each team has on the board (it's hard to manage everything solo) To avoid one or two students doing all the talking the following rule is emphasised: S can raise their hands as much as they like UNTIL they get to choose a money card. After that point they can help friends, but cannot raise their hand again. Shouting out is penalised by deducting some money from that team's total. S should fold their worksheets in half vertically, concealing the definitions of the idioms, but leaving the idiom list visible. An example scenario is given and students should respond with the idiom which most appropriately matches the scenario from the previously studied worksheet. | https://docs.google.com/document/d/1MupUPbsm-TX-iXPAWk43aeA6UhqPuBCPfFr1CecUdOw/edit?usp=drivesdk | https://drive.google.com/file/d/1bazf_g4ZhyvGhT-Qxhg6_h7buohFIIpZ/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-11-26 | What I Want to Be | Brandon Lindsay | JHS2 | Speaking, Writing | Nouns | Dream jobs | Think of example sentence, 2 minutes | Intro jobs | Students can talk about jobs | * Brainstorm some jobs, giving examples if students are reluctant to speak. * Go through list on p. 138, having them repeat for pronunciation. | Writing and speaking | Students can give a reason for their choice | * Ss think of a job they want to have and write a reason for it. * Write on the board: I want to be a ____________ because __________________. * Then give an example. Students write their own version. * One by one, Ss stand up and read their sentence. | Truth or Lie | Students can write truths and lies in English. | * Have students write two sentences following a certain structure, such as: Yesterday, I ate yakisoba. One has to be a lie and one a truth. * Draw a grid matching the seating chart on the board. Students do the same in their notebooks. Explain which spot corresponds to whom. * Each S stands up and reads one sentence. All the other students write T or L depending which they think it is. * When everyone has gone, have them reveal their answers. | New Crown 2, p. 138 | https://docs.google.com/document/d/1NVXDBAORoW9G3aG2TY89TTcxg9ZjRPWSImLiEYugDFU/edit?usp=drivesdk | https://drive.google.com/file/d/1wcGw8DbvKf1iv74iz-Emazfg4QsIZ1UY/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-26 | Interview Test Term 2 | Brandon Lindsay | JHS1 | Listening, Speaking | Questions and short answers | Families | Choose six questions from previous list of ten, 2 minutes | Practice time | Students have had some time to practice for the test | * Confirm student understanding of the grading criteria. * Allow students to practice with each other, spot-checking for any issues. | Test | All students have completed the test | * One by one, interview students using six questions. * Record scores based on eye contact, good English, attitude, and fluency. | Game | Students have fun using English | * Play a wind-down activity, such as the category game. Students can think of a job in ten seconds or else they have to sit down. | https://docs.google.com/document/d/1Rt7NiK0obGFU_qX4hmmCQAf2mZdSbmIFfgJpSswDaRM/edit?usp=drivesdk | https://drive.google.com/file/d/1wvztDeovHDJt7VS_iqZyKMO2DEhe75qO/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-26 | Travel Brochure Presentations Day 1 | Mary McCaffery | JHS3 | Listening, Speaking, Reading | NONE | They are presenting their travel brochures. | survey print, grade sheet, travel brochures, scanned brochures, PC | lesson overview | Students listen to the lesson goals. | The teacher presents the overview of the lesson. The students listen to the goal of the class. If there are questions, they are answered. | Presentation practice | Students practice their presentations with their partner. | Students are given back their final copy of the travel brochures. They work with their partner and practice their presentations. Teachers help with pronunciation questions. | Presentations | Students present their travel brochures. | Students present their countries with their travel brochures. The groups are chosen at random unless there is a volunteer. Students presenting have a scanned copy of their pictures and material on the projection screen to use as a visual aid. They are given a five minute time limit. Students that are listening will answer a survey describing which groups presented best and why as well as which country was the most interesting and why. Teachers mark the students presenting on a special grade sheet. Students are reminded to focus on eye contact, posture, pronunciation and pace/timing. Presentations will continue next class. | https://docs.google.com/document/d/1e_U7sw0TR5MQADQ8ZW3ZKMrL5hsI4SKsWkki1NLFzoU/edit?usp=drivesdk | https://drive.google.com/file/d/1VB6IdYyCfeLilXTENlEfvhzoM6V5UwLN/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-22 | Dream jobs | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking | Verbs: Action verbs | Jobs | Bring a CD and player, 5 minutes | Listening | Students can understand sentences about jobs | * Introduce jobs on p. 58, part 1. Ss listen and repeat. * Part 2, complete each sentence as a class, eliciting the answer. | Writing descriptions of jobs | Students can write descriptions of jobs | * Continue by having students work in pairs to write sentences for the remaining 4 jobs after eliciting said jobs. If they don't write them within 3 or 4 minutes, just elicit examples from groups. * Listen to 3 and check Ss understanding and compare them to students' sentences as a class. | Conversation | Students can have short conversations about jobs | * Have Ss close their books and listen to the conversation. Elicit the three jobs on the board. * Practice the conversation as a class. Then make pairs. Students choose their own jobs and memorize a shorter conversation. A: What do you want to be? B: I want to be a __________. A: Really? That's exciting! B: How about you? A: I want to be a __________. B: That's great! * Pairs perform in front of teacher. Give them a wordsearch. | Get Ahead 1, p. 58-59 | https://docs.google.com/document/d/1QJY80w09Fartrw7QvNjo3NAry7JSyeklX1owelGoBCQ/edit?usp=drivesdk | https://drive.google.com/file/d/1Zqz7UptHYDvumrezQYsCWXB4al2SGK1C/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-11-22 | JHS2 Lesson 20 - Gerunds after Prepositions | Andy Hughes | Jennifer Willett | JHS2 | Listening, Speaking, Pronunciation | Gerunds | Prepositions | Print the Connect 4 Game | https://drive.google.com/open?id=1xaPOw81rz5EgHRAa0Y9s-hVFe1J7iKsbeQ84LxhO4aU | Greet class and recap on the Gerund structures taught in the previous lesson. "What do you think about STUDYING English?" Have a few of the students ask each other questions using Gerunds. Write the target structure on the board and have the students identify the Gerund. | Students are warmed up and have been refreshed on what a Gerund is. | Introduce Gerunds after Prepositions. Create your own original sentence and have the students point out the Gerund and also the Preposition. Students should volunteer some more prepositions. Write these on the board and create some examples using them. | Students understand prepositions and how to use them before a Gerund. | Listen and repeat - page 74. Model the conversation with the JTE twice. First time the students listen and the second time they will listen and repeat. Any questions are answered. Students must identify where Gerunds and Prepositions have been used in the conversation. | Students understand the conversation and can identify the taught structure. | Students practice the conversation with a partner and some selected students can read in front of the class. | Students have read the conversation and understand where the Gerunds have been used after Prepositions. | Speak and Check question 1 and 2. Students complete the speak and check exercise. | Exercise has been completed. | Model the Connect 4 game with the JTE. Explain the rules and answer any questions. | Students understand how to play and win the Connect 4 game. | Students play the game in pairs. Walk around the room to make sure that they are correcting using the taught structure in their answers. | Students have completed the game. | New Treasure page 74 | https://docs.google.com/document/d/13rubasqBGASm9nUdIzsDs9GE3l_mCGMZV2PHdj4mhZY/edit?usp=drivesdk | https://drive.google.com/file/d/1hXobc3r1BBni-jfTOyyl7sDXX94RSAll/view?usp=drivesdk | |||||||||||||||||||||||
| 2018-11-21 | JHS1 Lesson 17 - Conjunctions II | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Writing | Conjunctions | Print Conjunction Story Sheet | https://drive.google.com/open?id=1LmDqWldwNP1ztKGNBT6fYMhttggU2oihgthzm_VfFUs | Greet the class and warm up. Use this as a chance to revisit the conjunctions studied in the previous lesson as a refresh. Students can share some of their answers from the completed task using conjunctions. | Students are warmed up and have produced some sentences using conjunctions. | Listen and repeat. Students listen carefully to the grammar on page 128 and repeat. Any questions are answered and pronunciation is checked. | Students successfully repeat the target grammar. | Students practice the grammar by speaking in pairs. Some students can present the grammar in front of the class briefly. | Students have practiced the grammar with a partner. | Model the Conjunctions Story sheet. Remind students of the conjunctions they can use when attempting the story. Make sure that they are using their own original answers. Elicit some suggestions from the students when writing the story on the board so that they have some hints to fall back onto when they attempt it themselves e.g - food names, place names etc. | Students understand how to complete the story. | Students write their own story using their own original answers. Students work in pairs. Walk around the room to make sure that they are using original answers as well as correcting any spelling mistakes. | Students have completed their own original story. | Story presentations. A few selected pairs can read their story to the rest of the class. | Students have presented their stories. Allow as many presentations as possible until class time is over. | New Treasure - pg 128 | https://docs.google.com/document/d/1-V8PIXVxmE9-xSY0KeH5_6YmHydi8KnMz1d8v-f6p6U/edit?usp=drivesdk | https://drive.google.com/file/d/1S2RjzWa1w8w9KT9-z0j3hsUUSBOM0I-J/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-11-21 | Review /Buffer Lesson | Stuart Dalziel | JHS3 | Speaking, Grammar | OTHER | Various - review session of prior topics | Print worksheets, get familiar with lesson plan | https://drive.google.com/open?id=1nuT06Xof1MMm3DGfoYvy8ZM-1P6LJZ-D, https://drive.google.com/open?id=1PChmdtlCxl0dm_KzJBGLRIy_rtmYwfRV, https://drive.google.com/open?id=1Dl6iwX4Kevkc9VC_rPAbXEyqqIufTkea | OVERVIEW | This session is not a formal “lesson” as such, but an opportunity to review the content taught in the second half of the semester for those classes which have finished on schedule. The reason for this is to allow those who are behind schedule to catch up. | See above (this is not a classroom instruction) | Unused prior materials: The first priority for this session should be to finish previous materials that were either incomplete or not started due to time constraints since the mid-terms. The multiple choice jobs quiz for example is likely to be untouched as that was a very packed lesson. Even if all previous materials were completed, some time should at least be taken to reflect on what has been learned since the midterms and to go over some of the trickier points again. If all prior materials are complete or do not take the whole session to complete please move onto the communicative materials mentioned below. | These materials are exhausted or bell rings | CONVERSATION BOARD GAMESSs split into groups and each group given a conversation board game and dice, completing the board game by producing the oral language when prompted. Two + alternative sheets are provided, so that if a group finishes particularly early they can start a new sheet. | Bell rings or acrtivity runs dry | PAIR INTERVIEW SHEETSSs individually given an interview sheet (different to that of their partner – there are several topic choices. As individual work, students fill in the blanks from the multiple choice box before then asking the questions to their partner and recording the partner’s answers. | As above | GOOD OR BAD TOURISTSIn the extremely unlikely event that more time remains the good or bad tourist sheets are completed as individual work, comparing answers with partner after. | As above | N/A | https://docs.google.com/document/d/10Kx4FM0FXuQ0s0uXtGxyiAQUZTOWKQAiKyostqkb74g/edit?usp=drivesdk | https://drive.google.com/file/d/1tld4X4yYn3ktPWHYlDT6qRGMrOA04Evn/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-11-21 | Travel Brochures Wrap up | Mary McCaffery | SHS2 | Listening, Reading, Writing | OTHER | They use their own English base and focus on the theme of the lesson. | computer, power point slide show, ipads, folders with materials | lesson overview | Teacher explains the lesson goal and the students listen. | Students will listen to the lesson goal and ask any questions they have about it. The teacher will give an outline and examples to show how to do the task. Ipads and folders are handed out. | Travel brochure - free space section | Students complete the last section of their travel brochure. | Students review any sections from the previous lesson that need correction then move onto the last section of the brochure. They choose their free space topic. They research their topic and write the last section. Once all sections are complete, they have their grammar checked by a teacher. | Final draft | Students write the final draft of their travel brochure. | Students have all their sections checked for mistakes. Then they receive a new copy of their travel brochure. They rewrite the sections and prepare for their presentation. During this time, they can also finish decorating their country folder and choosing the pictures to glue into the travel brochure. Students that don`t finish in class will do the rest for homework. | https://docs.google.com/document/d/1wIXdRBkUqJbB4MRKGLPhICfX_Hb8i4v9gZwZ1QEuvfg/edit?usp=drivesdk | https://drive.google.com/file/d/15qKeR975gk2_3jHW9lVk0p4EWIrKAese/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-20 | Gerund Review | Mary McCaffery | SHS1 | Listening, Speaking, Reading, Writing | Gerunds | Infinitive structures | activity print | gerund review warm up | Students play criss cross while creating sentences practicing gerunds. | Students play the game criss cross. Each sentence has to talk about what Doraemon likes and dislikes using gerunds. For example, Doraemon enjoys eating dorayaki. Doraemon doesn`t like going outside in winter. | Lesson overview and vocabulary prep | The teacher explains the activity and the students ask questions to check they understand. | Prints are handed out. The teacher explains the main activity and gives examples of what the students should do on the print. Any unfamiliar words are explained. The two main grammar points are explained on the print (gerunds and infinitives) which are both review for the class. | Thinking of you activity | Students guess ideas about their partner and write the answers on the print. | Students read the phrases on their print. They finish the phrases making sentences either with gerunds or infinitives. The sentences are about their partners. They can`t ask but only guess. For example. On Mondays, you dislike getting up early. Next year, you hope to pass the entrance exam. On Sunday mornings, you really like sleeping in late. | Thinking of you activity part 2 | Students reveal their guesses to their partner and the partner answers yes or no. | Students turn to their partner and take turns reading their predicted sentences. Their partner then answers yes or no if they are correct with the statement. Several students share answers with the class. | Thinking of you part 3 | Students make a one sentence statement guessing about their teacher. | Students then make guesses using the same sentences on the print about the teachers in the lesson. Students then stand up and read one sentence to either the native teacher or the Japanese teacher. The teacher than answers yes or no. If the teacher answers no, the students asks a follow up question. | https://docs.google.com/document/d/14CPXpfDknyQtjm3ZpBGOZGeON3SLzVXKfMwDSQK2WxA/edit?usp=drivesdk | https://drive.google.com/file/d/1Iyf729lunLlKRmtFOL6qwM4tAmXzHo8c/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-11-19 | Big or Small? | Jeremy Gardener | JHS1 | Listening, Speaking | Adjectives: Opposites | Picture cards for the names of the things and the adjectives you will use: Board picture size and hand held size. | https://drive.google.com/open?id=1Z2z8B8YM_gXlQGNj7OryXYw7eBGdQGN2 | show vocab pictures | students can recognize all the words on the pictures | words are: cap, book, ruler, pencil, triangle, ball, big, small, long, short, new, old. | pass out WS and have students write Japanese words next to English vocabulary | all students have written the correct Japanese words next to the English terms | Find all the cards! | All students have found all the different types of cards that other students have | Pass out picture cards that have adj+n on them, like "big triangle" and "old book". One for each student. Students go through the conversation template on the WS with each other and check the appropriate box when their conversation partner tells them what they have. Students should ask many people to find all the different cards. Of course, before students start, go through the conversation a few times with the JTE and some students so that the goal is clear to everyone. | https://docs.google.com/document/d/1rc4TmFq08gcvjWspWsbqVE0zhMMO5SRqS7r1mEBQLMo/edit?usp=drivesdk | https://drive.google.com/file/d/1zZjEvBig4YZleMJNA8OVuE9Xa6bF5M-H/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-11-19 | Final essay intro | Brandon Lindsay | SHS1 | Pronunciation, Reading, Writing | OTHER | Free writing, so most language foci were individual to the student. | Check pronunciation words in text and bring enough printouts, 5 minutes | Reading | Students can pronounce the words in the text | * Intro all keywords by shadowing. * Students read through the text a sentence at a time. | Intro essay topics | Students understand essay expectations | * Advise students that essays will be written over two weeks. * Inform them of desired structure: Topic opinion, first reason, two supporting points for first reason, second reason, two supporting points, and closing. * Give them a choice of three topics: country life vs. city life, young people and smart phone dependency, and whether money can buy happiness. | Writing | Students are on track to finish their essay next week | * Give students time to choose their topic and begin writing. Check as needed. | Crown, p. 83-85 | https://docs.google.com/document/d/1rmaLmRqFY_6PZd4hbLVJMWiezVQU3QHg83dNEXkxx9k/edit?usp=drivesdk | https://drive.google.com/file/d/1sNDLvdegFn7E8BrJ0Y1gOsppmwWWTeFW/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-19 | Asking Permission | Brandon Lindsay | JHS2 | Speaking | MAY or MIGHT | Think of an example or conversation pattern, 5 minutes | Reading | Students understand the example situation | * Demonstrate the conversation with JTE. * Check for understanding with assistance of JTE. *Shadowing then group roleplay, with T taking one role and students the other, then switching. | Partner practice | Students have practiced the conversation | * Assign pairs and have students practice the conversation in the text. | Original version | Students understand and remember how to use the language | * Write a template on the board using the textbook conversation as a guide. Give examples for original content. * Pairs write their own version and memorize it. * Each pair performs the conversation in front of the class from memory. | New Crown, p. 68 | https://docs.google.com/document/d/1U5OdSMuWIQ5WMt7qi9_e7afcLohEQz38kzV9_VaZg6k/edit?usp=drivesdk | https://drive.google.com/file/d/1Kbl_P9h60Cp8wrrcQ5cfeHXrq3rq4Ohy/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-19 | Travel Brochures - Free space | Mary McCaffery | Megan Danner | JHS3 | Reading, Writing | OTHER | Students use their own English base and focus on the theme of the pamphlet section they are working. They also try to include any specific vocabulary highlighted in the example brochure. This section includes geography and wildlife. | power point slide show, folders with country materials, ipads, quiz print | quiz warm up | Students finish a quiz in the allotted time. | Students answer questions based on learnt material and finish in the given time. | lesson overview | Students listen to the lesson goal and ask any questions. | The teacher show a short slide show explaining the lesson goal, new vocabulary and an example of what the students need to finish during the lesson. Ipads and folders are passed out. | Travel brochure - free space | Students choose a free space topic on their brochure and finish researching. | Students choose a topic for their free space section. The topic can be food, sports, music, art, geography, or wildlife. Once the students finish working on that section, they get a check from the teacher. Once all sections are complete including any parts missing from previous sections, they are approved by the teacher to start their final draft pamphlet. | Final draft writing | Students write their final draft of the travel brochure. | Once their draft pamphlet has been checked and corrected by a teacher, the students can start their final draft. They receive a new copy and begin copying the information. If they have pictures, they glue those onto the brochure. Otherwise, they will finish the final draft for homework and practice their presentation for the next class. All drafts are copied so that the teacher has an extra copy of the students` works. | https://docs.google.com/document/d/1IA9tlGWghBUvZSebS-qoqDJApa2HFc_FAzCU9bmvgEM/edit?usp=drivesdk | https://drive.google.com/file/d/1WoxJ3LmHrO6qUHkf80mbAVgFdZYlgh_7/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-11-19 | Travel Brochure - Budget | Mary McCaffery | SHS2 | Speaking, Reading, Writing | OTHER | Students use their own English abilities as well as focus on a short list of vocabulary to use during their research in this section of their travel brochure. | power point slideshow, country folder and pamphlets, ipads, vocabulary cards. | lesson overview | Students listen to a short lesson overview with a power point describing the lesson goal. | Students listen to the power point to understand the section of the travel brochure they will be focusing on during this lesson. They review the focus vocabulary (budget, currency, per, exchange, cost of living) and confirm what research they need to complete during the lesson. They receive their country folder and an ipad to start working. | Budget section of pamphlet | Students work in their group to research and write the information on their country. | Students research their country looking at key information about budget. They look into how much money they would need for a flight and hotel. They write the currency and exchange rate with Japan. Then give a couple examples of how much things cost using a website to compare prices and countries. (Mylifeelsewhere.com) | Mini presentations | Students volunteer to give a short summary of what they researched during that lesson. | Students can receive bonus participation points for giving mini presentations about the current section of the travel brochure. If time remains, they make sure all other sections are corrected and complete. They check their work with the teacher. | https://docs.google.com/document/d/1xAk3UQrmFUkJs9Ur6CI6VHKbRJS2TRGdtxRr_25_v54/edit?usp=drivesdk | https://drive.google.com/file/d/144UGrUi91eJ62GjDTZ98F2ZbdooJUBwp/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-19 | Passive & Modal Review | Mary McCaffery | Jason Packman | SHS1 | Listening, Speaking, Reading | Passive voice or active voice | Modals | bingo print, name three print | criss cross warm up | Students play a game of criss cross practicing the passive voice. | The idea I used for this version of the criss cross game was from Jason Packman. He told me about making a short story using passive voice. I used various subject like a magic key or a basketball. I started with a active voice past tense tense and changed into the passive voice. (A boy found a basketball. = A basketball was found by a boy. ) Then the students each gave a sentence using passive voice to continue the story of what happens to the basketball. Each student then continued the game of criss cross by choosing down or across group of students to sit down. Various answers were given such as - it was thrown, it was stolen, it was sold, it was given, it was used, etc. | Name 3 things print | Students change active voice into passive voice on a print. | Step one of this print is for students to read a sentence and then change the verb into passive voice. The print has a grid of 15 boxes with 15 sentences. Each verb has a blank to change the form. We reviewed the answers as a class and review any new vocabulary. | Name three things part 2 | Students list three things for each sentence on the print. | After finishing to change the verbs into passive voice, the students then name three examples for each category. For example - Name three animals that are found in Africa. Name three sports that are played on teams. Name three inventions that were invented in the last 25 years. Students work with a partner and think of three examples for as many boxes as they can in the time allotted. Then another round of criss cross is played where students give their answers and we discuss the different ideas from the print. Some of the harder topics are done as a class. | Can do bingo | Students play bingo with a sheet of abilities. | As a class, the bingo board is reviewed for any new vocabulary. Then we quickly practice the phrases (ie. can name 10 colors in English, can say Hello in 5 languages, can do a hand stand, etc.). As a class we discuss the phrases and guess which students can and can`t do the tasks on the print. Then the students walk around the class for about 5 minutes and ask as many students as they can to get bingo. If they complete one row, they can sit down. | https://docs.google.com/document/d/1r9S_YtFm-m7Cpp_UmXfqHuEOg__6Eih1t9thKj6Ihi4/edit?usp=drivesdk | https://drive.google.com/file/d/1Vp6TTLHnZ8lFvxNqsXuTVWYceGZJ8IWf/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-11-16 | Family Interview Test Prep | Brandon Lindsay | JHS1 | Speaking, Writing, Grammar | Questions and short answers | Family | Create and print Q/A sheets for each student, 30 minutes | Answering questions | Students can answer questions about their families on paper | * Pass out worksheets with ten questions and corresponding spaces for answers regarding the students' families. For example, What is your (mother's/father's) name? Inform students they will be taking a test based on these questions. * Go through and clarify each question and allow each student to answer each question for all of the relevant family members. | Ball passing | Students can answer spoken questions about their families | * Gather students in a circle. Pass a ball to someone and ask them a question from the list and sit down. That person answers, passes the ball to someone else, and asks a new question. Continue until everyone sits down and have the last person ask you a question. | Partner interview | Students become familiar with asking and answering questions quickly | * Make pairs. Students alternate asking each other question for a set amount of time, e.g. 2 minutes, before changing partners. | https://docs.google.com/document/d/1ojzeWM-XBfOVsGNKb7RfN0imTYg1t-D_9pUc1V3Y4bU/edit?usp=drivesdk | https://drive.google.com/file/d/1PPXj1-qT71W6p7237_dN_ETp6QkBxZm7/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-15 | Introducing Conditionals "If" | Leigh Bitossi | JHS2 | Listening, Speaking, Grammar | Conditional 1 (first conditional) | Just printing of the worksheet | https://drive.google.com/open?id=1P49q3LjRwSSYuegG0VhlLq7u6GjBljbf | If vs When for the future | When students understand the difference between "f" and "when" in future possibilities. | Write two sentences on the board using when and if. "When it rains, we will go inside. Vs, "If it rains, we will go inside." Next, try to elicit what makes these sentences a little bit different. (For this particular lesson, the students have already studied "when.") If no one gets it, point out that we use "when" for certainties in the future, and "if" for unknown possibilities. | Dictation/Find the answers. | When everyone has dictated the 5 sentences and chosen the correct answer (if or when) | Call these sentences out for dictation. 1.) (when) I go to bed late, I will be tired the next day. 2.) (If) I study hard, I will pass the test. 3.) (If) the train doesn't come soon, we won't get to school on time . 4.) My parents will buy me a car, (when) I'm eighteen. 5.) I may see the queen, (if) I go to London. | Worksheet. (if...) | When everyone has done the multi choice and the long answers. | The worksheet starts off with a nice easy multi-choice activity and is followed by questions that need a long answer. After 10 mins or so, call on students to give out the answers to the class. Maybe even write some of the long answers up on the board for others to compare to. | https://docs.google.com/document/d/1_jHXhTF0lc4mhDlomkhtemIHE1PlGyVL-kbD_V64JVE/edit?usp=drivesdk | https://drive.google.com/file/d/1XDp2AoSbPK_Nqd6SQrOwhizemspuKcO8/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-15 | Jobs 2 | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking | Verbs: Action verbs | Jobs | Bring enough copies of job flashcards | https://docs.google.com/document/d/151KmCHYRwMW_Ydiy_S3YnnfLRj-pBe7KzoOtcpPstCo/edit?ts=5bed084d | Review vocabulary | Students remember all jobs | * Elicit the names of the jobs from last week. * Intro the sentences. Ask the students which job it corresponds to. | Listening quiz | Students can differentiate between job activities | * Read a sentence to a student and they have to answer with the corresponding job. Do this with each student. | Flashcard game | Students can connect jobs with verbs | * Just as in the previous class, ss are divided into teams or pairs and get a set of cards. One kid draws a card and gives a hint by reading the sentence. The other ss guess and get points when they answer. Then change cardholders. | https://docs.google.com/document/d/1dYPLA1cFtxE0kGRIz5SQvxKvE4bV2O3y14ejRHgBd00/edit?usp=drivesdk | https://drive.google.com/file/d/1YTiQ7w3akvEbMxTU9zGrXW62eq0lNPhs/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-11-14 | SHS1 Lesson 20- Enough (noun focus) | JENNIFER WILLETT | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Quantifiers (e.g. some, many, much, any, few, little) | Enough prints x 2 (one per S), Touch it games (1 per 4 S plus spares) Connect 4 games (1 between 2 plus spares) | https://drive.google.com/open?id=1EaLHitdPbvRAGYJC7CQdDA3U73ZRYFC_, https://drive.google.com/open?id=1Uk_bXZa7o4ihF1f1mL6Wb8C1dbTvj_JB | https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-quiz-enough.pdf, https://i.pinimg.com/originals/ec/fc/a4/ecfca441c9ba5e384957e177a6492f67.png | Greet class | S have used and reviewed too and enough | Ask S a few questions about why they can't do something, what they don't like to but etc. They must use too or enough in answers. Elicit rules for too/not too with adj& adv, as well as nouns. Elicit rules for enough/not enough with adj/adv | Introduce key language | S have reviewed the sentence pattern for the lesson and understand the word order for use of "enough" with adj/adv Vs nouns | Elicit how to say enough money/not enough money, as the example.Add a few more examples as students suggest them until they are confident. | Students complete 2 quick worksheets in pairs to consolidate their learning | When pairs complete the worksheets | Worksheets can be found at: https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-quiz-enough.pdf and https://i.pinimg.com/originals/ec/fc/a4/ecfca441c9ba5e384957e177a6492f67.png | Students gain speed and fluency through a speaking game | S have all spoken repeatedy using the target patterns and gained confidence | S play Touch It. They played this about a month ago, so should remember it. Groups of 4. S play rock, scissors, paper. Winner goes first. **This is a grammar transformation game, where sentences written with too need to be changed to those containing enough and vice versa.** Examples: I can't buy a car, I don't have enough money.>>I can't buy a house, I'm too poor. I can"t read that book in English, it isn't easy enough >> it's too difficult The janken winner asks a question and then the first student to answer using the prompt can colour the space in with their coloured pen. Play moves to the left. If a student uses incorrect grammar, the others get a turn. NB: REMIND S TO FOCUS ON MEANING AND THAT NOT TOO AND NOT ENOUGH ARE DIFFERENT IN THEIR MEANINGS. | If time, S play connect 4 in pairs | S have further practised using all too/not too/enough/not enough forms together | Play connect 4 in pairs, S should consider meaning and context from the prompt and select too/not too/enough/not enough as appropriate. | https://docs.google.com/document/d/1ff93PwTLpPh8kpC3oXI6SUnRCL0KoGW71k4wCfr5TJQ/edit?usp=drivesdk | https://drive.google.com/file/d/1_3_ao5DELgW1Q44reDlkgp_hzqFBw0Ev/view?usp=drivesdk | |||||||||||||||||||||||
| 2018-11-14 | JHS1 Lesson 16 - Conjunctions 1 | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation | Conjunctions | Print the Conjuctions challenge worksheet. | https://drive.google.com/open?id=1F910326H4zogEWNUeI1QQKc3XAY82KmCYm-tbn4a4xA | Greet the class and revise the weather vocabulary from the previous lesson. Describe the weather using a conjunction as an means to introduce them to the students. Eg - "The weather is cloudy AND rainy." | The students have warmed up and have had a chance to revise weather vocabulary. | Listen and repeat. Students listen carefully the the conversation on page 128 without looking in their textbooks. Pronunciation is checked and any difficult words are explained in English and Japanese if needed. | Students have repeated the target conversation. (Weather and conjunctions) | Students practice the conversation with a partner briefly. Some students can present the conversation in front of the class. | Students have practiced and presented the conversation. | Explain the use of conjunctions in the aforementioned text. Introduce the four simple conjunctions that we will be using for this lesson - 'so, and, but, or'. - Demonstrate some more examples where they can be used. | Students understand the use of conjunctions in the text and have had any questions answered. | Critical thinking. Have the students turn to page 134 and explain that they have to put the story in order using conjuctions. | Students have completed the first challenge, and if time permits, the second challenge. | Model the Conjunctions Challenge worksheet with the JTE. Explain that the students should be creative with their answers and there is only one instance of each conjuction in the four provided sentences. | Students understand how to complete the worksheet. | Students complete the Conjuctions Challenge worksheet and read out their answers to the rest of the class. | Students have completed the worksheet and feedback given. | New Treasure page 128 and 134 | https://docs.google.com/document/d/12pKSCo2R0G_i4afcKfFGhzxw5kagVZ0DTt21puDrK6M/edit?usp=drivesdk | https://drive.google.com/file/d/1ATk9qAUTsMZH9BWzvkPdzVgeAPOkPCQy/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-11-14 | Interview test | Brandon Lindsay | JHS2 | Listening, Speaking | Questions and short answers | Bring questions and score sheet, 2 minutes | Prep time | Students are ready for the test | * Give students enough time to practice for the test with the question sheet from the previous lesson. * Restate the scoring standards. | Test | All students have taken the test | * One by one, call students out of the room and ask them questions for up to two minutes. Grade based on proper English, eye contact, attitude, and fluency. | Word search | Students can unwind after the stressful test | * Have a worksheet ready for students who have finished so they don't disrupt the others who are still studying. * When everyone is finished, give some general feedback and advice. | https://docs.google.com/document/d/1jxv_FxUZgS9ehpFAkmnY0b5eTyR20GYYTW29CSAha1o/edit?usp=drivesdk | https://drive.google.com/file/d/1SWhyfxBDGXStc1O4kjA92YAIv2jv-fHw/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-11-14 | Opinions on Food 2 | Brandon Lindsay | SHS1 | Listening, Speaking, Reading | Comparison (comparative and superlative) | Comparing foods | Review the listening section and any unfamiliar words in the reading, 2 minutes | Reading backwards | Students can focus enough to do an unusual reading activity | * Students are likely bored by reading the same section of the text, so do something different, like starting from the last sentence of the section and finishing on the first. | Listening | Students can better understand phone conversations | * Read the conversations while students listen and answer the questions. * Check the answers together and explain and troublesome parts. | Presentations | All students have presented | * Give students time to finish and memorize their presentations. * Have each student stand up in front of the class and present. | Crown, p. 63-69, Listening Lab. p. 25 | https://docs.google.com/document/d/1CnJZr_L36QBb2qwCfbXYTL7zuX-BQx3dPAILPIpdDAU/edit?usp=drivesdk | https://drive.google.com/file/d/1enEtkqb0Xu4wG3H75StEQkYphY963j4H/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-13 | Poster Prep | Brandon Lindsay | JHS2 | Pronunciation, Writing | Nouns | Have example sentences for telephone and bring poster paper, 5 minutes | Poster Prep | Students are ready for the presentations | * If students brought poster materials, they will work on them. | Check | Students can say their presentation | * One by one, students check with the teacher to ensure their presentations are ready. | Backup Game | Students are familiar with the language structure | * If everyone forgot their materials, play a game like Telephone Game where they can practice the language used in their presentation. * Assign the posters as homework. | https://docs.google.com/document/d/1gTHyXvIRhWLHBdRtskuKSSD8g_kQtZGcACHznEpSDjA/edit?usp=drivesdk | https://drive.google.com/file/d/1uoLRWG4k08oVxKEuxbr05qGRCylaAK4t/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-11-13 | Gerunds | Mary McCaffery | SHS1 | Listening, Speaking, Reading | Gerunds | activity prints | criss cross warm up | Students answer questions as a review of the previous lesson. | Students play the criss cross game as a warm up. They answer questions based on a previous lesson. This version reviewed sentences on passive voice. After students answered questions, they sat down until all students were seated. | I like doing -gerund print | Students talk while using gerunds. | Using an activity print broken into different blocks of topics, students add one original idea to each group. The categories include in the morning, at school, on the weekend, at night, in summer, winter, fall, and spring. There are examples of gerunds in each block. Once the students write their own ideas, students are called upon to say a full sentence of their choosing from a certain block. Various examples are given as well as different sentence structures such as I enjoy/like/dislike/hate/don`t like and I`m proud of ... doing something. | Fish characteristics | Students look at a picture and list different adjectives then discuss. | There is a picture of various fish drawings. The students work with a partner and discuss the different fish. They label each fish with an adjective to describe it. Then they choose the best and worst fish and say why. The goal is to elicit more vocabulary they can use in their conversations. | https://docs.google.com/document/d/1uDKCjh3hxGxzTJbUmdgSWCR2_6EzxCuWuOLKuhAFMwE/edit?usp=drivesdk | https://drive.google.com/file/d/1tGeQYViZXHOCpy4rFlyyrAbwLKHK7JXv/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-11-13 | Whose water is that? (possessive practice) | Jeremy Gardener | James Modlin | JHS1 | Listening, Speaking, Grammar | Questions: WH questions | Print out one set of the large pictures. You'll need a magnet for each to put on the board. Print out enough of the small pictures so every student can have one. It might take a few extra minutes as you'll have to cut them out. | https://drive.google.com/open?id=18yxsZQIGukgH1flllFMpLSRUzJqWaAhW, https://drive.google.com/open?id=1flXWoRCZLUR1sS1e94QKEfJDp3aNjRLv | Place the A4 pictures on the board and have students recite the names of the items. | Students can consistently recite the names of the items in English. | Write "Whose ________ is that?" on the board and practice using the new words in the question (listen and repeat). Hand a student at random one of the large pictures. Ask the class "Whose _______ is that?" Prompt them to answer "It's Hana's" (for example). Then prompt Hana to say "It's mine." Of course you'll want to put this on the board first and help every step of the way. | Once all six large pictures have been distributed the structures elicited. | I let the student I choose first get to pick who gets the next picture. They can even give it to the JTE or to you. My only rule was no one goes twice. | Pass out small cards to each students (1 or 2 per student) and have them write their name (in alphabet) on the back. | Students have clearly written their names in alphabet on the cards. | Go through the rows to see that they actually do it and it is readable. | Collect all the cards and redistribute them to other students. | Each student has a card with someone else's name. | Students look for their card by asking "Whose bag is that?" | Students find the cards with their names on them. | Model very carefully before you turn them loose. They need to not only find their card but also give away the card they were assigned to its proper owner. Once they've done both of those things they may sit down. | https://docs.google.com/document/d/1XJdjSMo1lDUtL_O7hMowtjoQjgutvukCdEtNhJIOGL4/edit?usp=drivesdk | https://drive.google.com/file/d/1vAAVdpd5jhu-3J_KXOCj2AL_lnjdK9EF/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-11-13 | JHS2 Lesson 19 - Gerunds as Subjects | Andy Hughes | Jennifer Willett | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing | Gerunds | Questions: Subject questions | Print off the boardgame and interview bingo sheets | https://drive.google.com/open?id=1I7MFbwWGsQa-f2ezWAWl1c1SBy6pL5UQkIxqlJL6Uvg | Greet the class and warm up. Introduce the target grammar structure and ask some simple questions. "What do you think about READING books?" "What do you think about STUDYING English?" Have the students ask each other these questions for around 5 minutes as a warm up activity. | Students have warmed up and understand how to ask and answer questions based on the structure. | Model the conversation on page 83 with the JTE. The students should just listen without reading from the textbook. | Students have listened to the conversation. | Listen and repeat the same conversation. This time the students can use their textbooks to help them. Pronunciation is checked and any questions are answered. For two minutes, the students can practice the conversation with a partner. | Students have practiced the conversation with their partner. | Model the interview bingo game with the JTE. Make sure that the students understand how to ask and answer the questions. Allow the students to walk around the classroom and ask other students questions to complete the game. Make sure that they are interviewing different students each time, rather than getting all of their answers from one student. | Students have completed the game. | Model the 'Talk About..." game with the JTE. Hopefully, the students will have retained the structure from the previous game and will be able to make use of it for this one. Walk around the classroom and make sure that they are using full sentences when talking about the different subjects. Time permitting, some students can be selected at the end of the class to offer their answers. Eg - "Mr Yuki, please talk about something you like reading." Etc. | The game has been completed and some students have presented their answers to the class. | New Treasure page 83 | https://docs.google.com/document/d/1lb1qcC7KBcnUtF8aQac-G-Qhun0AH_K_M1fybVsOxoo/edit?usp=drivesdk | https://drive.google.com/file/d/1yGHrMq9c_nds5_0V3VXD7xfFJCdzaM5h/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-11-13 | Speaking test preparation | Adam & Necole | Necole & Adam | JHS1, JHS2, JHS3 | Listening, Speaking, Pronunciation | Questions and short answers | Questions (interrogative) | Interview test | Interview questionaire, alternative tasks (Genres) | https://drive.google.com/open?id=1ymM4FWq6bFCV3mZepMPe9e7YPZWjKaxg, https://drive.google.com/open?id=1fCa9yVWGRcIWaLuq1MhZnYTexjNCY6mc, https://drive.google.com/open?id=1rUEIYe_xgDQmC1GAuOY6zpww0HwkwbBx, https://drive.google.com/open?id=11bGG6gttelcZzwm08nF6HAUnTQ0BSb2Z, https://drive.google.com/open?id=1V_z0H6FMImNDrd8eyFxykj9BQzIU1gx9 | Take attendance and explain task | complete | run through questions, write answer patterns on the board. | students have copied answers and are ready to give answers | ask each question to a student while the class is writing. | if time permits distribute genres .doc and show the powerpoint slides. | each slide corresponds to a number on the doc and references a genre of film. | https://docs.google.com/document/d/1dfO_0PkXYpdAP3j22s4E9Zy0Aj03-9MAUqGsKQaRbuE/edit?usp=drivesdk | https://drive.google.com/file/d/1Vh0sEUG6dqYbdbIlw35O2bfr3qEZGPaI/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-12 | Travel Brochures | Mary McCaffery | Megan Danner | JHS3 | Speaking, Reading, Writing | OTHER | Students use their knowledge and make sure to include the words from the brochure list. The words include geography and wildlife. | slide show, ipads, quiz print, folders and materials | quiz warm up | Students answer questions in the allotted time. | Students answer questions on the quiz based on grammar from previous lessons. | lesson over view | Students listen to the lesson objective. | The teacher shows a power point slide show and presents the lesson goals and students ask any questions. The teacher will show what section to work on, what information is required and an example. | Brochure research | Students finish the last section of the travel brochure. | Students research the last portion. This section is `free space` and the students can decide which topic to research. The topics range from food, sports, music, art, wildlife to geography. The topics are approved by a teacher and all information is checked. If the students finish all the section drafts, they are given the final draft of the travel brochure. They are then asked to write a neat clean copy to be graded. | Mini presentations | Students give a short presentation. | Students that wish for extra credit in their participation grade can volunteer to give a mini presentation on the latest part of their travel brochure. They try to focus on a clear voice, eye contact and posture. | Home work - preparing for presentations | Students will take home a copy of their presentations to practice. | For homework, students are asked to bring in any final pictures they wish to use for their presentation. They are also given a copy of their final drafts to practice with and prepare for their presentations in the next class. | https://docs.google.com/document/d/1IT_S3ihgV44O8_rplj47BrZpg6MxjiJLkIMME9SEsgQ/edit?usp=drivesdk | https://drive.google.com/file/d/1fOqHn13KWfbl6PuGlwMfygNFmXsCAiPY/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-11-12 | Travel brochures - Activities | Mary McCaffery | SHS2 | Listening, Speaking, Reading, Writing | OTHER | Students use their knowledge of English as well as the vocabulary list of words pertaining to that portion of the brochure. The list includes landmark, monument, heritage and site. | power point, folder and prints, ipads | lesson objective | Students listen to the lesson goals and ask any questions. | Teacher will present the lesson goals, show the outline of information the students must include in the brochure and an example. | Brochure part 4 - activities | Students finish part 4 of the brochure on activities and tourist sites | Students research their country and write the necessary information on the draft pamphlet. They make sure to include the vocabulary (landmark, monument, heritage site) and give some details on each point they list. | Mini presentations | Students give a mini presentation on the section they researched that day. | Students that wish for extra points in their participation grade will volunteer to give a mini presentation. They talk about the current section they are researching and try to be aware of clear voices, posture and eye contact. | https://docs.google.com/document/d/1xz5kfJk8IQRQ0DE6OvXtJ1_0ITHUpcvcKcr9OfDoUEE/edit?usp=drivesdk | https://drive.google.com/file/d/1GxgcmXmvl1nDaCIUBXQprNIxISqR8age/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-12 | I`D LIKE TO BE A PILOT (PART TWO) | Stuart Dalziel | JHS3 | Listening, Speaking, Writing | OTHER | Verbs of permission, Jobs vocab | Jobs | Print worksheets and cut | https://drive.google.com/open?id=17OM4fGvvXFL6hEPOaQTDKUiyJbqwGDWf, https://drive.google.com/open?id=1OZhRS3ij4rAplXM6vgVqvDV_fxlEWe3H | “I want a job that lets me__________” structure presented, with a few examples. Include the “with” form too. “I want a job that is___________” Ask students to think of specific jobs that might suit such a person for whatever example you gave.P.19 C and D completed. Check answers. | Answers checked | Difference between a personal quality (physical or abstract) and a skill clarified. In pairs, Ss given a mixed list of both and must differentiate the qualities from the skills by writing Q or S.Ss revisit the same worksheet in their pairs and this time must write an ideal job next to each quality / skill. | Answers discussed as gorup | My ideal job sheets. Individually, Ss finish the prompt sheets (don’t spend too long on this). | All students finished | JOB INTERVIEWSSs make groups of 4. In those groups 1 S assigned role of “interviewer”, the other 3 of “candidate”. Teacher writes a job title on the board. Interviewer then asks the questions from the “my ideal job” sheet (with exception of Q1) to each candidate in turn, listening to their answers. Interviewer then chooses the best candidate for the job. Interviewer role changes and a new job is written on the board. Continue until end of lesson. | Bell rings | Timezones 3 unit 2 p.19 | https://docs.google.com/document/d/1ecFd3HoAbrhU0_dcvyOvNaM8w9r035tDuq4q4CBg2NE/edit?usp=drivesdk | https://drive.google.com/file/d/1ylMm_swqvsI78skUpGsb40Va8Lygm5Ga/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-11-09 | Practicing the British Hills Presentation | Peter Ackerly | JHS2 | Speaking, Pronunciation | OTHER | Phonemic Pronunciation | Self Introduction | The students had received papers which they were supposed to have handed in. Most had not, so I needed to improvise, and I did, and you may now kiss my feet. | Explain what we will be doing today. | My COMPLETION CONDITION is ..... when both the Japanese co-teacher and I ask the kids if there are any questions ... with their full attention, we get no response. | I prefer minimalist instructions (fewer things to misunderstand). If you haven't done the damn script, do the damn script (even though I am always telling schools it's a waste of time having kids write in the foreign teacher's class). When you have your script finished, memorize it. And when it's memorized, do your other English work. NO DO NOT give them some silly little worksheet that only pertains to your silly little foreigner class, work out with your Japanese colleagues what they need to be working on for their regular English classes, so that they can work on THAT while they wait. | L/R/W Presentation | When you can call on random kids and get them saying "Light, White, Right" correctly. | You're a big boy and I am sure you have your way of presenting things like this. It comes up so often as an area of need, and we usually glide past it because we have bigger fish to fry, but these kids are prepping for a school-wide speech contest, and when it comes to presentations, being able to get your mouth around the liquid consonants is vital. If you want to know exactly how I present this, and how I elicit from the class, you can email me at [email protected]. But here's the substance: L and W are obviously very different consonants. With L, the point of articulation is the alveolar ridge, while for W, the point of articulation is the space between the lips, where the air passes, while for the L, the air passes around the tongue, which is up and forward, the tongue being back and down for the W. But there are important similarities between L and W. The jaw does not move. And the teeth are fairly far apart. Now look at what happens to my mouth when I do L and W. They look different right? And look at what happens to my mouth when I do L and R. Different right? They look different which is why English-speaking babies never make this L/R mistake, and it's why it's so funny to English speakers when Asians DO make this mistake, but look at my mouth when I say R and W. Almost exactly the same right? Well ... that is the mistake that English-speaking babies make. With both W and R, the lips are close together and the tongue is in the "う" position. So what is the DIFFERENCE between R and W? Well, with W (as with L) the jaw doesn't move, and with W (as with L) the teeth are far apart. But with R, the teeth almost touch. And while for the L the air passes around the tongue, and while for W, the air passes between the lips, R is the sound of air passing through THE TEETH. Yes ... the TEETH. You do not have the sound of air passing through teeth in Japanese. Deal with it. And while the point of articulation for an L is the alveolar ridge, and the point of articulation for a W is a narrowing bilabial, the point of articulation for the R is the downward thrust of the jaw. With W and L, the jaw does not move, and with the R, the jaw must move in order to complete the liquid effect with the teeth. | Pull kids out of class one by one while they work independently | With each kids, the goal is to actively engage them with some aspect of pronunciation. And then rather than focusing on getting them to actively engage with some pronunciation challenge in their script. Break it off at that moment of peak engagement and them move on to the next kid. | https://docs.google.com/document/d/1F0bzjMQ6gVKmbdqhhgrGC7aatGgB_afjiTod_hdtlHc/edit?usp=drivesdk | https://drive.google.com/file/d/1mBNpr2by-1VNtiUk1S2vsrnw8i45HG1L/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-08 | Job Vocabulary | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking | Nouns | Jobs | Print out enough sets of cards for each pair in the class, 10 minutes | https://drive.google.com/open?id=1kVGBXdAXPxwsYU-eWJWwvNgAxhyz4XcI, https://drive.google.com/open?id=1AAAdHPLmgIgqRMgYCPnCdH45n7tELAtK | Pictionary | All jobs are introduced | * Tell Ss they will be learning about jobs. Start off by asking what your job is. Are you a pilot? A policeman? Elicit teacher from the students to introduce the topic. * Next draw a picture of one of the jobs from the cards. Elicit from students. Continue until all jobs are introduced. * With a higher level class, bring up students to draw while the others guess. | Am I a Pilot? game | Students can ask and answer questions about jobs | * Write the question, Am I a __________? and the corresponding answers, Yes you are and No you aren't. * Put a card against your forehead without looking at it and ask, Am I a ______? Elicit the answer from the students. Do it again, this time giving yourself three chances. If you get it in three chances, give yourself a point. * Tell the students they will play the same game in groups of 4. One person asks each person one time. If they guess the answer, they get a point. Rotate. | Pair race | Students can ask the questions quickly | * For this version of the game, Ss get into pairs. One person tries to get as many points as they can in one minute. Then they switch. Continue this for as many rounds as possible until the end of the lesson. | https://docs.google.com/document/d/1V4VBbsZLzqAmshU-s_qctBzkZcObTuLww8ODEzSsbNQ/edit?usp=drivesdk | https://drive.google.com/file/d/1O1wNuEfS62x-FYxQTYhUfJMCJlzESKfJ/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-11-07 | Can you ____? | Kevin Warzala | JHS1 | Listening, Speaking, Writing | CAN | PPT, Worksheet | https://drive.google.com/open?id=1UkCmUhk-dJHMi4dYDZNIfEqICnUzOrh7, https://drive.google.com/open?id=1arUMSNvEgTHSW4-HOd3CoaAvzq7BLYho | Review | Ss can correctly recall how to make a sentence with "I can see..." | Sentence Making | Ss can make questions based off of the vocabulary prompts | Writing | Ss can write down their personalized answers for things they can do and can't do | Survey | Ss can ask other Ss about their abilities using a question of their own choosing | Game | If there's time, Ss can play Simon Says with previously learned verbs until the end of class | https://docs.google.com/document/d/1sTam8_FTM2T1XgiuxA4E4p-Po-sx2Clj5IN0aWsB3H4/edit?usp=drivesdk | https://drive.google.com/file/d/1zcowkWFCCC1KDQD5WVoBjp2YRaG32P0q/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-07 | JHS1 Lesson 15 - Describing the Weather | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation | Adjectives | Past simple tense | Print Battle Game (one per student) | https://drive.google.com/open?id=1KEk8-eQcclLjuLtoK96zkYQ5BpLhTY_7QoaEJZuKL-8 | Greet class and ask some questions about the weather. "What's the weather like today?" After establishing that, a question referring to the past can be asked "What was the weather like yesterday?" Some questions can be asked referring to the previous lesson to check up on their retention (past tense review) | Students have warmed up and answered some simple questions. | Communication - Listen and repeat. Students listen and repeat the conversation without looking at their textbooks. | Students have successfully repeated the target coversation. | Students practice the conversation in pairs and then present briefly in front of the class. Pronunciation errors are corrected and any questions answered. | Some of the students have presented the conversation in front of the class. | Weather vocabulary. Teach the students some basic weather descriptions using drawings on the board - elicit the answers from the students. (Cat holding an umbrella etc) | Students have guessed the weather by looking at the pictures on the board. | Demo the past tense battle game with the JTE. Go over the rules and answer any questions. | Students understand the rules of the game. | Inform the students that they must create one of their own characters and a new activity for the blank boxes on the sheet. Each pair must make the same one character and activity. | Students play the past tense battle game in pairs. | Students have completed the game. Time permitting, a team of students can challenge the JTE to a final battle using an extra worksheet. | New Treasure Pg 133 | https://docs.google.com/document/d/15xvg8JKUht_o3XTe-R4vBri0SckSYu0mCFJ1t4Fvq88/edit?usp=drivesdk | https://drive.google.com/file/d/1F-fYGN04GxLTHY_3PWNArywW1NdM1VN_/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-11-07 | SHS1 Lesson 19: - enough and not - enough (adverbs & adjectives) | JENNIFER WILLETT | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Quantifiers (e.g. some, many, much, any, few, little) | usage of enough with nouns is to be covered next class | Enough/not enough game (1 copy/pair), too much/ not enough disney sheets (1 per pair or group of 4 in COLOUR | https://drive.google.com/open?id=15CUJTTpKaOBNZcnC6FYyjM0CrdCAEX6h, https://drive.google.com/open?id=1tAdw1A-4DCmWH58E70htIUHy5a8w7YVv-g7UBp7SYZ0 | Greet class | When S have warmed up and reviewed use of 'too' | Use images of fake Disney characters to critique what's wrong or right with them in pairs or small groups. (Guaranteed to make the boys laugh and elicit a big reaction from the girls too) | Introduce key language | When S have reviewed rules about [not] (adj/adv.) enough | S often get the rules for too and enough conflated, so highlight the differences in word order at this point. Too quickly= OK Enough quickly= NG Quickly enough= OK | Elicit a few examples and play a game | S have played cris cross and built confidence | Play criss cross using adjectives and adverbs: Why didn't you pass the test? (study hard) Why don't you wear a wool hat in July? (cold) Why don't you drive a car? (old) Why didn't you win the race? (quickly/fast) Why don't you swim in the sea in January? (hot/warm) Why didn't you finish your lunch? (hungry) Why did you miss the train? (early) Why couldn't she rid the rollercoaster? (tall) Why can't you read this book? (easy) Why don't you buy a Ferrari? (rich/old) Why don't you wear shorts in January? (hot/warm) Why don't you go to bed at 7pm? (sleepy/tired/free) Make additional questions if necessary (use the next activity if you're stumped for ideas) | Play a pairs speaking game to further build fluency | S have gained confidence and fluency through a drilling game | Play the janken game in pairs Win = move 2 lose= move 1 Use the game boards and explain that grey spaces = make a positive sentence (~ enough) and white spaces= make a negative sentence (not ~ enough) Elicit 'work hard/hard working' and remind students that hardly working has a different meaning. | If time S should do free conversation about things they would like to do but can't and use [not] ~ enough in natural context. | https://docs.google.com/document/d/1n1dltyprNPK2F1rnKb4uhC-kIoy7vPpKosXKJoZ2SK8/edit?usp=drivesdk | https://drive.google.com/file/d/1KblIsP1XZOWa8oGJsb-sfPrFKq5rIkYi/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-11-07 | Travel Brochures | Mary McCaffery | Megan Danner | SHS2 | Listening, Speaking, Reading, Writing | OTHER | This is the special language course class so they are encouraged to use their level of English. The specific vocabulary for today`s lesson is also to be used in the activity (founded/established/discovered/export/capital). | power point, PC, folders with country brochure and information, ipads | lesson overview | Students understand today`s goal as the teacher explains. | The lesson goal is explained with a power point presentation. The key vocabulary is reviewed and materials for each group is given out. Students ask any questions they have about the lesson. | History & Culture | Students research and finish the history and culture section of the brochure. | Students makes sure to include the specific vocabulary. They also include the points to be made about this section of the brochure. They have their information checked by a teacher. If there is information still needed from the previous section, they finish writing that as well. | Mini presentations | Some groups present information they found during this lesson. | Three to four groups give a mini presentation on the information they found about today`s lesson on history and culture of their group`s country. The groups that do well during these practice presentations will score higher on their attitude and participation scores. | https://docs.google.com/document/d/1e0BbF3qM7GjjFAEBoXOtyt_Kb2y_XiegacX6sFWoLkw/edit?usp=drivesdk | https://drive.google.com/file/d/1ARCCFOSB4MaDBu1nRJr4ccppH8cPA-Ov/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-07 | School Festival report | James Modlin | JHS3, SHS1, SHS2, SHS3 | Listening, Speaking, Writing | Past simple tense | Blank paper for pair/group work; A/B template print out; word search | https://drive.google.com/open?id=18S6GkBYr4ONglwVtgekiZ0k1LfwY6E1W, https://drive.google.com/open?id=1EIjcbEvwrP2hXBoiWXO2k7ZDtlFw1kCZ | Have students make a list of things they did or ate at the school festival this past weekend. | After a five-minute time limit have them write their answers on the board. | You can do translation here as a class because some of the activities may not be common knowledge in English. So, you should prepare ahead of time and have translations ready yourself. | Pass out the A/B templates and have students take dictation. | Have students check with a neighbor before writing the answers on the board. | A: How was the school festival last weekend? B: It was pretty good. A: Did you eat anything delicious? B: Yeah, I ate curry and rice. A: Did you do anything special? B: Yeah, I did green tea ceremony. | Students will then write their own answers on the A/B paper - they are B while the teacher is A. Monitor closely. After everyone is finished have them practice with a partner and memorize their lines in B only. | After they have memorized their answers in part B, they will come to the front to have a one-on-one conversation with the teacher. Once finished, hand them a word search. | https://docs.google.com/document/d/1k27fXUb2zH_eMWf3LDonQld73ebDFihcvIahLX3v20Y/edit?usp=drivesdk | https://drive.google.com/file/d/1RxxFikM-Itb-30OfGwVz5uxzgO_YB8Wg/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-11-06 | JHS2 Lesson 18 - Gerunds as Objects | Andy Hughes | JHS2 | Listening, Speaking, Writing | Gerunds | Questions (interrogative) | Print battle game (one per student) | https://drive.google.com/open?id=1NjtHYVreJGWBGnBshZ_qQ8ZuoeId-S3v4En25OQEEGA | Greet the class. If the students have remembered to keep their worksheets from the previous lesson, it could be a good idea to briefly have them present some of their ideas to warm up (using Gerunds to describe hobbies). Some students can be asked questions based on the previous lesson instead to check if they have remembered the structures (using -ing). | Students are warmed up. | Ask some students the question "What do you like eating?". Model this quickly with the JTE and then have the JTE ask a random student. The student can then select another student and ask him/her the same question. Do this for roughly five minutes. | Students have used the structure to ask and answer questions based on food. | Enjoying Delicious Pizza' - Listen and Repeat. Answer any questions and focus on any common pronunciation errors. | Students have repeated the selected text. | Speak and Check'. Complete stages 1 and 2 of the exercise. Select students to share their answers. | Students have completed the two exercises. | Demo the Battle Game with the JTE. Explain to the students that they must create two of their own original ideas to complete the sheet but it must be done as a pair. | Students understand the game. | Students play the battle game. Allow the game to carry on as time permits. | Students have completed the game. | Speed reading tournament. Just for fun, if there is any time remaining, two students can compete to read the 'Enjoying Delicious Pizza' section as fast as they possibly can. A stop watch can be used to record the fastest score. | Students have completed the challenge. | New Treasure Pg 72 | https://docs.google.com/document/d/11kYUP7b1drdd6Ark6e5G9OOYhTqW1sdRAFL4xhaY6G4/edit?usp=drivesdk | https://drive.google.com/file/d/1oeWC5PvU6XmQeKzsGP0bczwLPhI62Nls/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-11-05 | Opinions | Chris Labno | SHS1 | Speaking | Giving Opinions Asking for Opinions | Agreeing and Disagreeing with other people's opinions | Questions and short answers | 1 hour | https://drive.google.com/open?id=1WYMe5tO0UAF_4IdWl3N1WR6iR7u5IQJF, https://drive.google.com/open?id=1EnQaNPy-dyuGZO6YUO8UUh6XLol2JehM | Attendance Challenge | Everyone has had a chance answer the question | 3:53 -4:05 Ask class their 2 most important things from a list written on the board: The list includes words like: love, family, friends, etc. They don't have to give a reason at this point. Move fast through the group as always. | Complete Language Review Sheet | Students complete the Language Review Sheet | 4:06-4:20 Check understanding of instructions. Monitor the class for participation. | Complete Activity 1 | Activity 1 is completed by pairs of students | 4:20-4:30 Time is limited so see if there is enough time to go through all the questions. | Complete Activity 2 | Activity 2 is completed. | 4:30-4:40 More pairwork. Monitor time. Remind students of the items on the board. | https://docs.google.com/document/d/1br8_YHATf_u5LekEjfjVlUKOKvIFzplxcJxUgBiFJac/edit?usp=drivesdk | https://drive.google.com/file/d/15iFkV1dMU_E21CU5R8YDgNUMXKJKa1Cm/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-11-05 | Paragraph / Punctuation Clinic | Stuart Dalziel | J Willett, A Hughes | SHS3 | Reading, Writing | OTHER | Paragraphs and punctuation | Xmas | Printing sheets | https://drive.google.com/open?id=1Z2AEkfSwM3_OkP2vBUeiE923N6SMjh0a, https://drive.google.com/open?id=1cm4CecpbkLCD72OhGDMD0yRtWAmtH-qv, https://drive.google.com/open?id=1X-Q_4PfF3mVUbqtNBd64E_C5HAHHPAOH | Ss handed Mr chicken comic strip with story written in one paragraph. Ss insert paragraph breaks where they think appropriate. Whilst they are working Teacher copies same paragraph onto whiteboard.After completing their own answers Ss then mark on whiteboard where they put their paragraph breaks. We can then see what the consensus opinion was. Teacher reveals “right” answers. | Example answers revealed | Paragraph info sheet distributed. Key points highlighted.Students look back at the Mr Chicken story, determining why each paragraph break was used. | Answers checked | Students complete a short timed essay on the back of their paper on which character the think killed Mr chicken and why, taking care to use paragraphs and other punctuation correctly. | Essays completed | Final comic strip given, showing the real answer of what happened to mr chicken. Underneath is a written version of the story ending, void of any punctuation at all. Ss must correct the punctuation themselves, having been told how many errors there are. Again teacher boards same writing during this time and at end students comne up and add the corrections (one correction per student) until all are found. | Corrections all boarded | https://docs.google.com/document/d/1XkLmETcLlcmPEEkbZpBkec0KKAnenKNveoZJp05dVto/edit?usp=drivesdk | https://drive.google.com/file/d/1LUrIhlHF_eD-MoSaBX-rWpWCoUYxqD6k/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-11-05 | Opinions on Food | Brandon Lindsay | SHS1 | Listening, Reading, Writing | Present simple tense | Japanese and Western food | Check prononciation in reading and listening materials, 5 minutes | Reading | Students can correctly pronounce the words in the selection | * Have each student read five lines in the text before moving on to the next person. | Listening | Students practice listening | * Read or play the conversations while students listen and choose the best answer. Go over answers. * If necessary, go over additional information on the next page. | Writing | Students have written their speech | * Give students the topic: Which is better, Japanese food or western food? * Tell them to write a five sentence speech which they will memorize and present in the next class. Assist as necessary. | Crown, p. 63-69; Listening Laboratory, p. 23 | https://docs.google.com/document/d/1GGxVOjwhwvVjypFe8W5GbpAvTQZVRysuB36TXjVeqjs/edit?usp=drivesdk | https://drive.google.com/file/d/11fv4nidBgtBQ1l1weoBuwccTgs3mfkNm/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-05 | Term 2 test prep | Brandon Lindsay | JHS2 | Speaking | Questions and short answers | Bring enough handouts for each student, 5 minutes | Write answers | Students understand the questions | * Explain rules of the test, e.g. answer as many questions as possible within two minutes, as well as the scoring standards. * Go through each question and how to answer it. Explain that the underlined words may change for the test and give a few examples by calling on students and changing the word in question. | Pass the ball | Students have practiced asking and answering the questions | * Ss make a circle and pass a ball around. The person asking asks a question and sits down. The catcher answers, then passes, asks, and sits, etc. until everyone has asked and answered a question. | Pair interviews | Everyone can answer questions extemporaneously | * Assign pairs and have one person in each pair ask a question, the other answer, then switch until two minutes have elapsed. * Change partners. | https://docs.google.com/document/d/1VRALILa4ss6iE4voJ5S5steaVVrGtq0euqloJmsC4nk/edit?usp=drivesdk | https://drive.google.com/file/d/1aU52FhmR968bBQvegjDZG6YXTv-0-FWt/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-11-05 | Christmas Letters | Brandon Lindsay | JHS1 | Writing | letter writing | Present simple tense | Christmas | Print out enough letter/envelope templates for each student, 10 minutes | Letter phrases | Students understand the contents of their letters | * Pass out a list or write on the board common letter phrases for Chistmas letters. E.g., Dear Santa, I want _________. | Addresses | Students can write their own addresses | * First write Santa's address on the board: Santa Claus North Pole H0H 0H0 Canada * Explain this and then give the students an example Japanese address. Show them where to write it on their envelope template. | Write the letter | Students understand the basics of letter writing | * Show examples of opening and closing phrases, then some examples for the body of the letter. * Ss write their letters. | https://docs.google.com/document/d/1VcGMocNisObpkba5jOwYGdiHp7jYRL8Wp568SIaRt8g/edit?usp=drivesdk | https://drive.google.com/file/d/1vugVw210a8Bs2EUqkYF43dZXtzM7xDp8/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-11-04 | Volition - Want to/don't want to... | Leigh Bitossi | JHS2 | Listening, Speaking | OTHER | Asking about volition/future using "want to/don't want to..." | Worksheet | https://drive.google.com/open?id=1LqYkqfeU_F5Y_JGCn6FzFP28mQKvhhiXLWTMpjgw9mU | "What do you want to do after school today?" Elicit some responses around the room to this to check comprehension. | When at least 4 or 5 students randomly selected can answer this question correctly. | Worksheet - Making new questions for the future with "want to..." | When you've elicited around 2-3 questions as a class and students have written down 4 new questions on their worksheet. | Elicit a couple of good questions and write them up on the board. Next, tell students to think of 4 questions by themselves and write it onto their worksheets | Peer interviews | When students have interviewed 7 other students according to the worksheet. | Students need to ask a total of 14 questions as they'll need to ask the negative equivalent also. Make sure students know how to respond in the negative beforehand! Also, monitor to make sure students ask and answer in English ( a tough task in some classes ) | https://docs.google.com/document/d/10mSFH5qT98eZNet_25-RjXmfhkPIR4EFTgKolz9jegQ/edit?usp=drivesdk | https://drive.google.com/file/d/1RFrYzeQSVkZhD9E-EgrM7CPEE7E_Ph9_/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-11-01 | OH, CANADA | Adam Strauss | Brian Heilenman | JHS2 | Listening, Speaking, Pronunciation | OTHER | Worksheet | https://drive.google.com/open?id=1y6JXgsTsevjzmA-FfkGWvCi8wP9AO1NX | Students try their best to answer quiz questions about Canada. | After an allotted time limit. | Go over the vocabulary of different Canadian items. Students them match pictures to descriptions. | When all items have been matched. | Students watch a video about Canadian provinces. Students match the number to the provinces. | When the video is finished. | https://docs.google.com/document/d/1ZEbvWLbqNTpXQ75q4xEQRFlrM9yynullLsceAMvAymk/edit?usp=drivesdk | https://drive.google.com/file/d/1xSAKyFDQKiZw5wauKLexIvw9MjiwNySN/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-11-01 | Word Count Clinic | Stuart Dalziel | J Willett, A Hughes | SHS3 | Writing | Pacing essays | OTHER | Essay Pacing | Print all related materials | https://drive.google.com/open?id=1H795uhlj9AspMIfKETYUhCNv2mNXmGjj, https://drive.google.com/open?id=1owuqLnLfybN79ATrVOM1idKnZ941ngvo | Ss told that there are 5 main problems associated with over or underwriting in a timed / specified word count essay. 3 pertain to finishing too slowly and 2 to finishing too early in a timed essay. In addition, 4 pertain to underwriting and 1 to over writing. Board the following: Penmanship, sponteneity, ommission, fluffing / elaboration, brain storming. | presentation completed | Ss should be given lined paper before this lesson starts. | 1. Ss given a block of text and told they have one minute to copy down as much of it as possible. Check word count after 2 minutes. Compare results. Those who are at the back of the pack have the potential for missing the mark due to overly refined penmanship. Remind students that handwriting is not scored and only needs to be legible | acitivity over | 2. Ss told to write any (unique) sentence they wish in English and put hands on head when finish. No further instruction. Those at the back of the pack / who do not finish at risk of missing the mark due to overthinking, encourage to go with best idea they considered within a self-set time frame rather than trying to come up with a perfectly formulated idea. | Warn students who were behind the pack in both 1 and 2 that they are high risk for failing to hit exam targets and really need to focus on building these skills. | 3. Ss given the omission essay prompt and ten to fifteen minutes to complete the three drafts. Stress that key info should be identified and retained relative to limitations of time or wordcount, and that this is a key writing skill | Sheet finished or time up | Ss are given the following prompt:“I think that university should be free because everybody has a right to education.In groups they are then encouraged to flesh out this point with fluff / elaboration as much as possible (an example can be given first to show what is required). Warn that “fluffing” is frowned upon if used excessively and should only be used as a last resort. Elaboration (the examples and explanation of P.E.E) is the preferable way to build on a point. | Enough examples done | 5. Ss invited to draw a blank brainstorm chart (circle with spokes) in their notebook. The following essay theme is given:“War is a natural part of human behavior and therefore World peace can never truly be achieved.” Do you agree or disagree with this statement?Ss encouraged to come up with as many ‘spokes’ (potential points to address in this essay) as possible. Stress that rather than trying to fluff or elaborate (as in 4) the preferred skill is to be able to come up with more points to make | Bell rings | Distribute Hwk sheets | https://docs.google.com/document/d/13vfH0L-xMZzAreTbfkOS8oXhtYm9h-aRdWcVMtZosOU/edit?usp=drivesdk | https://drive.google.com/file/d/1zhczuixoblz0L7OfGJuQVDfnYwbYVYqK/view?usp=drivesdk | |||||||||||||||||||||||
| 2018-11-01 | Speaking test preparation | Adam & Necole | Necole & Adam | JHS1, JHS2, JHS3 | Listening, Speaking, Pronunciation, Grammar | Test for English Proficiency Q&A | Questions and short answers | Word order | Assessment Preparation | List of questions | Greet and welcome | class settled | introduce test | class settled and understands expectations | Give sample questions and elicit answers | class understands question and answer requirements. | expectations for answers can vary by grade | check textbooks for Q&A topics | https://docs.google.com/document/d/1MoHDBPM5VdAmwILf8FQ2O-FsEGXbjibI4MH69cPjfXw/edit?usp=drivesdk | https://drive.google.com/file/d/14AjubnxSC-CzH9VbaFOTkSHbcxgiQRvy/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-10-31 | SHS1 Lesson 18: [not] too much/many | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Quantifiers (e.g. some, many, much, any, few, little) | Focus on using too much/many with nouns | Snakes & ladders board (1 for 4 S), snakes & ladders card (1 for 4 S), dice | https://drive.google.com/open?id=1p732kt2nm3-ajiC_fXYb5hS6CGQwRXPs, https://drive.google.com/open?id=1xWeF4w5rybksjT4MPRtvti1HENMIjxSN | Greet class | S have warmed up | Greet class and ask them to discuss what pizza toppings they like using too [adj.] and not too [adj.] | Review language from last lesson to strengthen | S have further grasped usage of too/not too with adverbs | Play criss cross asking questions such as: Students says this, or similar: Why can't you catch Usain Bolt? Because he runs too quickly. Why couldn't he catch the train? Because he arrived too late. Why can't you hear her? Because she speeaks too quietly Why didn't you sleep? Because my neighbours play music too loudly. Why can't you understand the speech? Because she's speaking too quickly. Why did he fail his driving test? Because he drives too carelessly. Why is that teacher boring to listen to? Because he talks too slowly. Why are her songs so popular? Because she sings them beautifully. Give S the start of the sentence and let them finish it using too + adv. | Play a game to increase fluency | S have gained confidence and fluency | Play snakes & ladders using the attached resources in groups of 4. Question cards are FACE DOWN on the desk in a pile. Demo and emphasise the following rules: - ladder requires a Q at the bottom and another at the top, no time limit - snake heads require an answer on that space within 5s or the S will move down -4 is unlucky, miss a turn -S must roll the exact number to hit the finish, otherwise they bounce back. This minimises the number of students who are sitting doing nothing when finished. Any S that finish should read all future Q cards. in groups janken winner goes first, play moves left, S on the right reads the next Q. | If time free conversation | S have talked about their plans | S should talk about their weekend plans in pairs or small groups. | https://docs.google.com/document/d/1rs_BtJnBdBL1TXFx39TwkEYAbN5RaJ_uA9278phB8c4/edit?usp=drivesdk | https://drive.google.com/file/d/19sVQcIqXgiIkLh84L4m75ilhllRr17nb/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-31 | JHS1 Lesson 14 - Past Tense Review II | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation | Past simple tense | Past perfect simple tense | Print out the boardgame and make dice | https://drive.google.com/open?id=1YpYUq_RFbjmiKBL23ExrYQLWCofAQTzhd7Bq-UBLqn4 | Greet the class and ask simple questions that they need to answer using the past tense. Eg - What did you do last night? What did you do last weekend? etc. Rather than the teacher asking the questions, allow the students to ask each other. Continue this for roughly five minutes. | Students are warmed up and have correctly used the past tense in their answers. | Model the conversation on page 121 briefly. The students have already covered this page so it is just a review. Explain the culture of Halloween in foreign countries and how it differs from Japan. Encourage the students to ask questions and provide some new Halloween themed vocabulary. | Students understand the Halloween vocabulary used on page 121. | Students practice the conversation before presenting it to the class. As a review, not much time will be spent on doing this. This is just a refresher to check if they have remembered the vocabulary. | Some students have completed the conversation challenge. | Challenge the students with some past tense sentences. Teach them the correct way to change a word in a sentence to change it to the past tense. | Students can identify a sentence when it is written in the past tense. | Demo the Past Tense Team Battle boardgame. Explain the rules and answer any questions. | Students understand how to play the game. | Students play the boardgame using the past tense vocabulary they have been taught. Teachers should walk around the class to ensure that the students are answering the questions correctly. | Students finish the game or time runs out. | New Treasure Pg 120-122 | https://docs.google.com/document/d/1ToNPJY2JqVtEW2t-91gd_Ensw8fWPqVDIdF1OQp-mYo/edit?usp=drivesdk | https://drive.google.com/file/d/1EQlwsK2jdmnLQUh2d3T8f0h6_GuSA3yL/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-31 | Halloween Escape Room | Mary McCaffery | Megan Danner | SHS2 | Listening, Speaking, Writing | NONE | Comparison (comparative and superlative) | special halloween class | Halloween | various prints, keys, puzzles, activities, scary music, stickers, locks | warm up questions | Students have a short discussion. | While the room is set up for the special lesson, the students go to the study hall and have a short discussion. Which superpower do you want and why? Various answers like flying, teleportation and healing powers were given. | lesson overview | Students listen to the over view of the lesson and rules they must follow. | Students come back to the class. They are told a short scary story that they are now trapped inside a haunted house (their classroom) and must solve the puzzles to get keys and escape. They make groups and are given the first puzzle. | Puzzle 1 | They work as a group to solve the puzzle and get the next clue and key. | As they are solving their first puzzle, if the timer runs out, a special task is given. They are told they can`t speak for 3 minutes and must wait until the `spell` is lifted. Once they find the answer to the first puzzle and receive the next clue, they are rewarded with a key. (The first puzzle is a word scramble related to Halloween vocabulary. The final clue reveals the location of the next clue.) | Puzzle 2 | Students solve the next puzzle. | Once the spell is lifted, they can talk again. They solve the second puzzle and receive the next clue. The second puzzle is a tongue twister that each member of the group must say successfully to a teacher before moving onto the next clue. During this puzzle, another timer goes off. A selected member of the group is taken away and `falls into a trap`. In order to save that member, the group must perform another task. The group must complete the task within 5 minutes or lose that member forever. | Puzzle 3 | Student solve the puzzle. | The third puzzle is the most challenging. It is a code word puzzle. Groups can ask for help. Once they solve the code and find the next clue location, they can move on. Groups are encouraged not to look at other groups and find out the clue for themselves. | Puzzle 4 | Students solve the puzzle. | The final task is a comparison of candy. There are samples of different candies given to the group. They can choose for 1 or 2 members to eat the candy. (Permission was given for the students to eat one piece of candy during the lesson.) Those members then describe the taste to their group. The group then must describe the two candies to a teacher in 5 grammatically correct sentences using comparatives and superlatives. Once, they have completed this task, they have finished the puzzles and may escape the room. However, the members that ate the candy are `poisoned.` They have 1 minute to find the cure that is hidden in various parts of the classroom. Some of the groups successfully found the cure and others did not. Those members were trapped in the house and not allowed to escape with the rest of their group. | Escape the room | Students successfully open all three locks. | Students take the keys to the `locked` door. Two of the keys were physically given with the puzzles. The final lock is a four digit number given during the short story in the beginning of the lesson. If the students remember the number, they can open all three locks and escape the room. If they cannot open all three locks by the end of class, they are stuck in the haunted house forever. Most of the groups were successful. | https://docs.google.com/document/d/1v7dUTo0ZaZLKjbzvM9tzGdNcBq9MteFScQ12j0Uhtlw/edit?usp=drivesdk | https://drive.google.com/file/d/15OtsJEvc_Lj9pp0EovhABKO_gVDYz2ji/view?usp=drivesdk | ||||||||||||||||
| 2018-10-31 | Travel Brochure part 1 | Mary McCaffery | Megan Danner | SHS2 | Listening, Speaking, Reading, Writing | NONE | Students use their own language level and are given a set of vocabulary they must use in the lesson. Today`s vocabulary includes located, climate, population and square kilometers. | power point, PC, folders with materials, ipads | quiz warm up | Students listen to a passage and answer the questions. | Students answers questions based on a passage. They finish in the allotted time. The material is related to previously taught materials. | Lesson overview | Students listen to and understand the goal of the lesson. | A short power point presentation is given explaining the goal of the lesson. The vocabulary is reviewed. Questions are answered. Country folders and ipads are distributed. | Brochure section 1 | Students research their country and fill out section 1 of the travel brochure. | Groups work together to research about their country on the ipad. They write all the necessary information on section one of the travel brochure. They make sure to include the required vocabulary for that section. The material is checked by a teacher. | Mini presentations | Some groups give an informal presentation of section one. | Students wrap up their research and writing. Some groups are chosen to give an informal mini presentation. Each time they present, they focus on one skill such as eye contact, loud voice, posture, etc. Groups that do well on their research and mini presentations get a bonus point in the overall grade. | https://docs.google.com/document/d/1lIZj6DHnniQ5YOBBjIJUNhsiQ9hK9KENLQOWy2vXW8k/edit?usp=drivesdk | https://drive.google.com/file/d/1Rtq-yN6QbL8Q6cqRPUyV44YUg37fTItq/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-10-30 | Poster Presentation Topic Intro | Brandon Lindsay | Jason Packman, James Modlin | JHS2 | Listening, Writing | Comparison (comparative and superlative) | Places in Japan | Bring a poster and write a comparative sentence for the example, 10 minutes | Choose topics | All students have a topic | * Play higher/lower, where kids have to guess a numerical answer to a question and T indicates if the true answer is higher or lower. E.g., How far is Lake Sagami from the school? Ask each student in turn. The first student to guess correctly gets to choose a topic for their poster. Keep playing with the rest of the students until all have chosen topics. | Dictation | All students understand the language for the presentation | * Students listen to an example presentation and write it down. Check the answer together while writing it on the board. Then erase the parts that will change for the students' individual presentations and draw a line to indicate that is will they will write the information. | Begin writing | Students understand expectations for their presentation | * Tell Ss to start thinking about their topic. They can discuss with their classmates for the remainder of the lesson. | https://docs.google.com/document/d/1OPeNz-jCRol-N-liCUN9PcqvmF55O6jsGBUGd_Sm_4s/edit?usp=drivesdk | https://drive.google.com/file/d/1frOX7GoufoyGOz6K7HC6nWKJbjTHjgrz/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-30 | Counting Fruit | Kevin Warzala | JHS1 | Listening, Speaking, Writing, Grammar | Determiners (words that can come before nouns) | PPT, WS, Quiz | https://drive.google.com/open?id=1XYdLHbsOV97suv7Y-6P04tQ1nHUG2ph2, https://drive.google.com/open?id=1K97VPp7HGlRM8GuaSk_4QmQhT81jQQaC, https://drive.google.com/open?id=15iGxPqPxpDOYActpN8325MQ35k-uWmh2, https://drive.google.com/open?id=1y-OEaSiNMEUUYhohSbM2CkYZ-PGHXn0F | A/An | Ss remember to use A/An correctly using "apple" and other fruit | Colors | Ss can add colors to the fruit and know when to use a/an | Numbers | Ss can create plural nouns and add "es" to peaches. Ss can also use the word "many" | https://docs.google.com/document/d/1AYjXEl6-CtlDAsEooSyedaqsW2NTacT0vyfK03TPscM/edit?usp=drivesdk | https://drive.google.com/file/d/1S_eE-FP5o1p-_cFJFLAelNuXY9gU4Trm/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-30 | Invention Presentations | Mary McCaffery | SHS1 | Listening, Speaking, Writing | Infinitive structures | Passive voice or active voice | grade sheet, invention prints, name three activity print | Presentations | Students give presentations about their inventions | Students present their written inventions in pairs. They hand in the print. The presentations had to include at least two infinitives that we studied in previous lessons. | Passive voice review | Students understand the next activity goal and can change the verbs to passive voice. | Students are given a handout. There is a grid of boxes with different boxes each including a different verb. The teacher runs through the vocabulary and then tells the students to change the sentences into passive voice. The answers are reviewed. | Name three things | Students look again at the sentences in each box and name three examples of each. | On the print, there are 15 boxes each with a different sentence. The students work in pairs to name three things for each box. For example, Name three animals that are found in Africa. Name three things that were invented in the past 25 years. They talk with each other and make a note of the examples to present in the next class. Papers are collected and reviewed. | https://docs.google.com/document/d/1jrkWAWgBat_JPSfj2BarGgHwhNS7RSf_7Yeh58-pL1c/edit?usp=drivesdk | https://drive.google.com/file/d/1fyUPnXnrCdeg4WvBnjkJcUoqI2ZiUXUS/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-30 | JHS2 Lesson 17 - Gerunds as Complements | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation | Gerunds | Questions and short answers | Print Interview Challenge | https://drive.google.com/open?id=1kAT0fw4STC1e1AP_ZPNiA-PTnW6pjTq8_ITACpo3UQA | Greet the class and warm up. Ask some basic questions about hobbies to some students. The Halloween Mad Libs activity from the previous lesson can be briefly revisited if needed (in case the teacher wants some students to present their work from the previous week) | Students have warmed up and answered some basic hobbies questions | Introduce the hobbies conversation on page 70. Model with the JTE without the students reading from their textbook. | Students have listened to the model conversation (twice if needed) | Conversation listen and repeat. Students repeat the conversation once, this time reading from their textbooks. Any questions about grammar points are addressed. | Students repeat the conversation and have their questions answered. | Students practice the conversation with a partner briefly. Some students can perform the conversation in front of the class. Time permitting, the speak and check activity on the same page can be introduced. | Students complete the conversation. | Introduce the vocabulary needed for the interview challenge. Have the students ask each what their hobbies are. Write some ideas on the blackboard and have the students add to this through conversation practice. | Students understand how to ask and answer questions about their hobbies. | Model the interview challenge with the JTE. Ask the JTE about their hobbies and write them on the blackboard. Make sure that the students can identify where the Gerund is within the sentence. | Students understand what a Gerund is and how it can be used in a sentence. | Give the students the interview sheet and instruct them to find three friends to interview using the taught vocabulary. | Students complete the interviews and are ready to present their ideas. | Students present the results of their interviews. Instead of the teacher asking the student questions, other students can ask questions based on the interview to find out more about the student eg : What sport does ________ like? - _________ likes playing futsal. | Some students have presented their interview results. | New Treasure Page 70 | https://docs.google.com/document/d/1FyLWx9KtsrvAegFKCGsl6dYITygRyPNf7M6hTEfZIIc/edit?usp=drivesdk | https://drive.google.com/file/d/1r8WKcrSsILYFDthCB4F0j9HDM_slP1Ky/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-10-30 | I`D LIKE TO BE A PILOT (PART ONE) | Stuart Dalziel | JHS3 | Listening, Speaking, Grammar, Jobs vocab | OTHER | Primary focus is vocab, no specific gram target | Printing and cutting sheets | https://drive.google.com/open?id=1NG4Zzim5ZhzKL9T2meA0R2p6cur6igq6 | https://www.allthingstopics.com/uploads/2/3/2/9/23290220/qsaboutyou-jobs-withoutjob.pdf https://www.allthingstopics.com/uploads/2/3/2/9/23290220/quiz_jobs.pdf | Ss given alphabet sheets and challenged to think of one job per alphabet letter in pairs. At the same time, teacher is Boarding the alphabet. | After most pairs seem to be running out of steam. Start inviting random pairs to add one answer to the whiteboard. Continue until whole class has completed as much of the alphabet as they can, teaching any obscure job vocab that emerges along the way. | A, B and C Listening on P.16 completed. After A is completed, part B involves using critical thinking to predict the answers to C before listening to it. | Answers checked as a group | PAIR INTERVIEWSSs given the sheets. They then ask each question to their partner, noting down the partner’s answers. As an extension, they can then find one more student to ask and note the answers on the back of the page. | Most pairs seem to have finished | In groups of 4 students, multiple choice quiz administered (either from front of room as a listening task or with questions written on sheet). Students complete their answers in conference with teammates. | AT the end of quiz, papaers are swapped with another team, marked and a winner is determined. | TIMEZONES 3: Listening page of Unit 2. | https://docs.google.com/document/d/1G3gKadqPQJLXrtsRTKP8iYoFYJgcSOLH-BwUHf4QDVg/edit?usp=drivesdk | https://drive.google.com/file/d/1b9kG7zVQwwdqmcePEr9e7UkzXn1IxMwm/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-10-29 | Budget | Mary McCaffery | Megan Danner | JHS3 | Listening, Speaking, Reading, Writing | OTHER | Students use their own knowledge of English as well as use a certain group of vocabulary related to the day's lesson. This lesson includes budget, cost of living, currency, exchange and per. | PC, power point, country folders with prints, ipads, quiz sheets | quiz warm up | Students answer questions on a quiz based on previous lesson materials. | Students listen to a passage and answer the questions. | lesson overview | Students listen to and understand the lessons' goal. | Students listen to a mini power point outlining the day's goals and vocabulary. Students ask any questions they have about it. They receive their folders and an ipad to start working with their partner. | travel brochure part 4 | Students work in groups to research and write part 4. | Students research information based on the 4th section. They use the list of vocabulary words given and teachers check their work. Teachers give help to groups that have trouble finding certain information. | https://docs.google.com/document/d/1RhKYvoYL23RA-abv9vVrfNxyOD7KnVA3gHnEOaGbOmA/edit?usp=drivesdk | https://drive.google.com/file/d/1FRfyX3UjcBbL0Ej1RVsnqMPk6SCWf4bz/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-29 | Travel Brochure part 1 | Mary McCaffery | Megan Danner | SHS2 | Listening, Speaking, Reading, Writing | OTHER | Students use their current level of English while also included a set of vocabulary to focus on during this lesson. The vocabulary includes located, climate and population. | vocabulary cards, PC, power point, ipads, folders with prints, group list | Lesson overview | Students listen to a short presentation detailing the first part of the travel brochure. | Students ask questions about the first part of the travel brochure. They understand the section of the travel brochure they are to work on in this lesson. They are given their country folder with prints and an ipad. | Students research part 1. | Students research and write all the necessary information for part 1 in the draft pamphlet. | Students research the necessary information on their country with the ipad. The other partner will write the info in the draft pamphlet. They take turns as they research. They must include certain vocabulary words and a certain amount of information to fill the section. Their work is checked. | Mini presentations | Some groups give a mini presentation about their country. | Based on the information they find, students present the material in an informal presentation. Those that show hard work and progress including giving a mini presentation, receive bonus points. Afterwards, all sections are checked after each class for the appropriate information as well as grammar mistakes. | https://docs.google.com/document/d/13CCeo5xlIchly2Gpa6KuvgfdZa5YjNcmBEZH7Q81nV8/edit?usp=drivesdk | https://drive.google.com/file/d/1wdN91DZXdmMOK61r-RTxIki5HEWCBx94/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-29 | Video Skits part 2 | Mary McCaffery | Megan Danner | SHS2 | Listening, Speaking | NONE | They are using their current English level to the best of their ability to create original scripts. | PC, video clips, activity print, power point, travel brochure examples and pamphlets | Watch video clips | Students watch the completed clips with their voices inserted. | Students finished working on their second video clip last class and then recorded their voices. The videos were edited and then shown in class. They hand in their written scripts and checked. | Travel Brochure introduction | Students listen to and understand the next project overview. | A short power point presentation is given about making a travel brochure. The points for each section of the pamphlet are outlined. The rules and detailed are shared. Students ask any questions they have about it. | Travel Brochure Project start | Students make groups and begin work on their brochure. | Students are randomly assigned partners. They choose a country together and each group must have a different country. They are given the different prints to start the assignment. They fill out their names, country name, dates and other simple information. | https://docs.google.com/document/d/18LuiAb0KRTqunW343DPDhFGa_vQfbLFUXWdWH2l28lw/edit?usp=drivesdk | https://drive.google.com/file/d/1gJ2lq_ugUqdeOu3DAz1DiVgacF3oZHVe/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-29 | Songs and games | Brandon Lindsay | SHS1 | Listening, Speaking | Modals | Write down some trivia questions and answers, make listening worksheet, 20 minutes | Song listening | Students can understand and write down song lyrics | * Play the song "If I had a million dollars" by the Barenaked Ladies and have the students fill in the blanks on a worksheet with the lyrics. If necessary, play a second or third time. * Check the answers. Review If/would. | Trivia game | Students can answer trivia questions | * Split the class into two teams. * Draw a grid on the board with topics at the top and dollar/point amounts for each square, like in Jeopardy. * Students choose a dollar amount. T asks the question. The first student to correctly gets the dollars/points. Continue until all questions have been answered. | Game if time | Students practice today's language | * Play a game such as criss cross or a hangman variation using language such as If/would. | https://docs.google.com/document/d/1KZ5cjvMvvuX4i-HlQ5VW9zzCZfRZ6tSbMX9cw_2pNSw/edit?usp=drivesdk | https://drive.google.com/file/d/18lIcGNXoDz07omQSgGO890epnzFqf5RM/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-29 | Telephone conversation | Brandon Lindsay | JHS2 | Speaking, Reading | Pronouns: Reflexive pronouns | Present continuous (progressive) tense | Telephone conversations | Think of an example original conversation, 5 minutes | Reading a story | Students can pronounce the words in the story | * Go over some of the words that might be difficult to pronounce. * Read the story and have the students shadow you. | Reading a conversation | Students understand the conversation | * Demonstrate the conversation. Have the students shadow and roleplay with you as a group. | Original version | Students can compose their own conversation and speak it | * Using the conversation in the book as a guideline, have the students write an original version, changing out names and pronouns, activities, and the message. * Have each pair memorize and perform the presentation, memorized if time allows. | New Crown 2, p. 53-56, p. 81 | https://docs.google.com/document/d/1TNpOeEohJZZpJ-0X_L5jNreP7PJSSfdcAL-BkZsDaNk/edit?usp=drivesdk | https://drive.google.com/file/d/1R2BGp3rIjC3zRAwU7K1EXl3UZLV0LZW7/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-10-29 | Calling on the Phone | Brandon Lindsay | JHS1 | Speaking, Reading | CAN | telephone conversations | Think of example sentences for telephone game, 5 minutes | Reading | Students understand how to talk on the phone | * Demonstrate the conversation and confirm understanding with the students, pointing out the various ways to use "can." * Do shadowing of the conversation and then roleplay as a group. | Partner presentation | Students are able to perform the conversation with a partner | * Have students practice the conversation with a partner. Then have each pair stand up and perform the conversation, memorized if time allows. | Telephone game | Students can use "can I" and "can you" | * Divide the class into two teams and have them line up. Give them part of a sentence, such as "Can I speak to ___?" Tell them to whisper a given phrase down the line and have the last person in line circle the correct answer. Then tell the people at the back of the lines which sentence it is and then have them start. * For a variation, switch to "Can you _____ ?" sentences, starting with the examples in the book. | New Crown 1, p. 98 | https://docs.google.com/document/d/1qie7EZ6acB18NZHwWn6tEv1YIF2GeGhrF6mBKdvk-Ro/edit?usp=drivesdk | https://drive.google.com/file/d/1RwoKQThGFL8nbh6Dfr3-tGs_LnT0cpC4/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-25 | Rooms in a school 2 | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking | Nouns | Prepositions | Rooms in a school | Bring B3 paper for every student, 5 minutes | Review test | Students can recall the previous lesson | * Each student stands up and repeats a sentence from the previous lesson that the teacher says. * T gives a score from 0 to 3 based on how well they repeat it. | Drawing test | Students understand classroom names | * Ss fold a piece of B4 paper into 8 sections and label each section with a room in the school, e.g. science room, teacher's room, classroom, cafeteria, music room, gym, nurse's office, art room. * Give the students a sentence where they have to draw a picture of T in a room, e.g. "I am in the science room." Ss draw T in that room. * T calls a S and asks, Where are you? And the student answers. Everyone draws what they hear. | Practice the language | Students become more familiar with the language | * Play a game requiring students to say where there friend is, e.g. criss cross or telephone game. | https://docs.google.com/document/d/15dFjSEcp1jwrRUJ0pOJ4o7EC6FM26tBv2W_PlUJUjuk/edit?usp=drivesdk | https://drive.google.com/file/d/1GQjU90b21NaOEF1yv-o_9iW2o0jAmSnt/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-10-25 | Places in Kyoto | Kevin Warzala | JHS2 | Listening, Speaking | Past perfect simple tense | PPT, Worksheets | https://drive.google.com/open?id=1dSYKrcjyh0TGvVTO-XSB9-qBwOxhp78-, https://drive.google.com/open?id=1RhqAh7PUkYNftY18Kjyu8FfQrNDDSi5m, https://drive.google.com/open?id=1ClAofw-fuy1BYy-rHkHZ1pU8fuJhYQ-y, https://drive.google.com/open?id=1sHlnb-Yv5BxDY_9nQFgfHfaJtxudIEYb | Vocab Introduction | Ss can give examples of various sightseeing locations | Past Experiences | Ss can ask about places that they've gone to | Survey | Ss will give a survey to the class to ask about where they've gone | Quiz | Ss will be able to correctly listen to the questions | https://docs.google.com/document/d/11uyCn22BUT8a5kTMHn1TXbOSUaqh43zcd7Op-xORP6U/edit?usp=drivesdk | https://drive.google.com/file/d/12cUfQdy9lsArfZYKZ6UkMVmo9mev8WRx/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-25 | Infinitives Introduction | Kevin Warzala | SHS1 | Listening, Speaking, Writing, Grammar | Infinitive structures | Worksheets | https://drive.google.com/open?id=1VwOusLEBFb0p5OvyjoeMmxhyag0Lstca, https://drive.google.com/open?id=1ARo24XS5S-CHF1Pr22705n0d1J91HLD9 | Introduce infinitives v. gerunds | Ss can change gerund sentences into infinitive sentences | Interview | Ss can complete a short interview with their friends | Presentations | Ss can give a short presentation about their friends | https://docs.google.com/document/d/1UPK_7CVd_J3Klfls4nn-nUl5Dyqib9lmJz0UXm8NKek/edit?usp=drivesdk | https://drive.google.com/file/d/1T2Dz1B1j60w7Q1U9LqdnmdlXbqRpxgBT/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-23 | Do you like to travel? | Adam Strauss | Brian Heilenman | JHS2 | Listening, Speaking, Pronunciation, Reading | NONE | See handout | https://drive.google.com/open?id=1J-UF0AuR7Z2VWvojyO-vp0T0YWH-Zp4o | Warm up...Students ask each other 4 questions about traveling at the beginning of the lesson | When all questions are asked and answered | Students review different countries. Students then go around the board asking each other questions about the countries they land on. | After 10 timed minutes | Each student receives a country card. Students janken and follow a dialogue. Students sign their names under the country they traveled to. | After a set amount of time. 10-15 minutes. | Listening test | When test is finished. | https://docs.google.com/document/d/1Np2AgYTKolgT-3yxjQblKMmvBbylP-uQZrKPFiJhbUs/edit?usp=drivesdk | https://drive.google.com/file/d/1_lFIzygmzG7t-xoMQ6aNl6mC3rFe7fj-/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-23 | Travel conversation | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking, Pronunciation | Question words | Travel | Bring a poster and prepare a dialogue based on the poster, 15 minutes | Dictation | Students understand the content of the conversation | * Inform the students they will be making a poster based on a location. * Dictate a conversation based on the poster and have them write it down. For example: Hey, do you want to go to a nice park with me? Sure, where do you want to go. Let’s go to Inokashira Park in Kichijoji. Sounds good. What is so nice about it. Well, it has a nice pond. Great. And, it is cheaper than Showa Kinen park. Really. Yes, it costs 450 yen to enter Showa Kinen Park. But Inokashira Park is free. Free!?! Let’s go! Hey, do you want to go to a nice temple with me? Sure, where do you want to go. Let’s go to Todaiji in Nara. Wow, that is far away. What is so nice about it. Well, it has a nice gate. Okay. And, it’s buddha is bigger than the one in Kamakura Really. Yes, the Kamakura Buddha weighs 121 tons. But the Todaiji Buddha weighs 250 tons. Wow!!! Let’s go. * Check by writing it on the board. | Conversation performance | Students have memorized the conversation and performed it | * Students will pair up and memorize the conversation. * After enough time, each pair will perform the conversation. Correct any mistakes afterwards. * Give each finished pair a word search puzzle. | Pronunciation | Students can distinguish between EE and I | * Hand out worksheets and go over the two sounds with the students. * Choose a word from each pair of words and have each student listen and circle the word you say. * Check the answers when finished. | https://docs.google.com/document/d/1qdaYW1OCJCkkuwTG1apTvNAKxJRrt9pQ8vSjvAwQhpA/edit?usp=drivesdk | https://drive.google.com/file/d/1vyZ5_Ee6h76ebTJKa0iNSOspO7bVQJPa/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-23 | Timed Conversation/Textbook Scanning | Scott Link | Scott Rosnick | SHS1 | Listening, Speaking | NONE | None | Explain to the students how timed conversation works. | Students understand how timed speaking works | 2 students have a conversation about a specific topic for 2 minutes, then change partners and repeat the process 2 more times | I have 3 students choose 3 letters, then 3 students think of a word from each letter. Those 3 words are the 3 topics that they can choose from | Students know what topics are available to have a conversation about | Students do timed conversation activity | The students have had 3 conversations in total | Students get a worksheet with questions that have an important word highlighted. They scan certain pages in their textbook for the word and answer the questions. This is a scanning exercise. | Students have answered the questions. | https://docs.google.com/document/d/1fLwhMcDT7MAHMz1TNga2nGlcVGYUdZNOg-Uh0EF94iQ/edit?usp=drivesdk | https://drive.google.com/file/d/1a8k_5GKuNjTKIV_7NR20dGEADGhTsnXI/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-23 | Past Continuous vs Simple Past | Scott Link | SHS1 | Speaking, Reading, Writing, Grammar | Past continuous (progressive) tense | Past simple tense | A couple hours making study guides based on the info in the textbook | Discuss what situations we use past continuous tense vs simple past | Students understand the difference between the 2 tenses | Students do exercises in the book | We check the answers in detail together | Students do a worksheet from the workbook | We check the answers together | Four Corners Unit 2A | https://docs.google.com/document/d/1ALSWOXW7igHPPFmGbHcu2_b-kiA7ubuROpjEnQZlph0/edit?usp=drivesdk | https://drive.google.com/file/d/1fZMT83kUjAnIzBuWc8TR4JewzEBz5tJZ/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-10-23 | TOEFL Integrated Writing Task | Scott Link | SHS3 | Listening, Reading, Writing | NONE | Note taking and essay writing for the TOEFL Test's Integrated Writing Task | TOEFL Integrated Writing Task | Print out worksheets from the textbook and research strategies | Explain the 2 different TOEFL writing tests: integrated writing task and independent writing task | Students know what each of the tests entails | I show the students how to properly take notes for the Integrated writing task | Students know how to take notes during the test | The test taker has to read a short passage and listen to a short passage then write a response to a question connecting the 2 passages. The students should write notes for each one, with a main topic and details of each. | I teach how to write a nice topic statement | Students write a topic statement from the notes they have taken | I teach how to use the details from their notes to form the body of their writing response | Students write a body of their response | I teach how to write a nice conclusion | Students write conclusions. | Longman Preparation Course for the TOEFL Test pages 237-251 | https://docs.google.com/document/d/1wulWyPmsH9UiZLWLbusqNCnjyCCEoDPAqunBKPx6jT0/edit?usp=drivesdk | https://drive.google.com/file/d/1FNtNkGtZLf_Nx0RLPzs7O6siZ797Qdwg/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-10-23 | Halloween Activities I | James Modlin | SHS1, SHS2, SHS3 | Speaking, Writing, Vocabulary | NONE | Halloween | A blank piece of paper for each student. | https://drive.google.com/open?id=1u6eJ_4PmJmerxqXRCAuUjT4nzocumzFe | As a class, brainstorm a list of creepy Halloween creatures—such as bats, black cats, Frankenstein, mummies, etc. | From the list, each person chooses one creature and writes three clues about it. Make sure they don’t write down the name of the Halloween creature, though! Tell your students to number their clues and make the most obvious clues last in the list. Students take turns sharing their clues and guessing which Halloween creature each person chose. | If a student guesses correctly after one clue, they score three points. After two clues, two points. After three clues, one point. Keep score and give a prize to the person with the highest score at the end of the game. | Write candy, monsters/Halloween animals, and costumes on the board. These will be the categories for the rest of the game. | Then give your students one minute to think of a word that fits each category and that starts with the letter you rolled. Have students share their answers with the class and cross out any repeats to get their score for that round. Play three rounds with three different letters. | For example, for the letter “D,” they might answer something like “candy: dark chocolate, monster: Dracula, costume: dog.” | Write Halloween on the board. Tell the students they are going to make words using only the letters that make up the word Halloween. Do a few examples: "new, when, low, etc." to give them an idea (should they need it). Play at least one round. Use Halloween themed words such as the aforementioned Halloween, Frankenstein, or ghost stories. | When time is up, have students take turns sharing their words. If anyone has a word that another student also listed, both must cross it off their paper. | Once everyone has shared their words, the person with the most words remaining on their list wins. | https://docs.google.com/document/d/19xj-kGacsHa_llEfIkN0N7wkvbN8PVwUOGdU2xDOg7o/edit?usp=drivesdk | https://drive.google.com/file/d/1toSuLiOEXtZg3Cddi2rxRFYJpwc64fo7/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-23 | Invention Presentations | Mary McCaffery | SHS1 | Listening, Speaking, Writing | presenting, speaking | Infinitive structures | quiz sheet, invention prints, invention pictures for presentations | quiz warm up | Students answer the questions in the allotted time. | Students answer questions based on the listening activity. | infinitive criss cross | Students make sentences using infinitives. | The goal is for students to make their own sentences using infinitives. This is a review for them. They are given the start of a sentence or a specific verb on the board. As a student answers the questions and a row sits down, a new sentence/word is written on the board. The game is played until all students have sat down. | Invention Presentation prep | Students finish working on their presentations and prepare to give the presentation. | Students continue working on the print from the last class about new inventions they create. They will give a speech with their partner in front of the class. They must include infinitives in their speech. Their writing is checked by a teacher. Any questions or pronunciation questions are answered. | Presentations | Students begin to present their new inventions to the class. | In the allotted time to prepare, the students finished their speech preparation. Pairs begin presenting to the class. They show a picture of their new invention and explain it. Their written report is collected. The remaining pairs will give their presentation next class. | https://docs.google.com/document/d/1C3YqjNW5ocvO-gyDyY-d8ih_Faex3vACAGxU0UmEXYo/edit?usp=drivesdk | https://drive.google.com/file/d/1jeDxYe_OKdDbeRZwIXai4yji7gFgd6XL/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-10-22 | What would you do part 2 | Brandon Lindsay | SHS1 | Listening, Speaking, Reading | Modals | Winning the lottery | Check text for any unfamiliar words, 5 minutes | Reading | Students can pronounce all words in the reading selection | * Have students read the selection one by one. | Listening | Students can better understand spoken English | * Read/play the selections while students listen and answer the questions. * Check the answers and give explanation if necessary. | Give speeches | All students have given their speeches | * Go over expectations and give time to practice. * Grade all students on performance. | Crown, p. 66-69, Listening Laboratory, p. 21-22 | https://docs.google.com/document/d/1TRF1IZL8B15xPapSpo8jGk6g463lWc8bLCmv_HWNpwg/edit?usp=drivesdk | https://drive.google.com/file/d/1NzzfYqP8xDbeNCkrw8-6W0yfbETnTonx/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-22 | More interview practice | Brandon Lindsay | JHS2 | Listening, Speaking | Questions: WH questions | Questions: Yes or No questions | Bring extra copies of interview questions paper and a ball, 1 minute | Partner interview | Students are comfortable saying and answering the questions | * Pairs will ask and answer questions with each other for one minute before one person from each pair changes partners. Provide expectations for using new questions and asking as many questions as possible. * Correct any grammatical issues in between partner changes. | Teacher checking | Teacher confirms each students ability to ask and answer | * Have all students stand up. * Pass the ball around to each student and ask them a question. They answer, then ask you a question. Then they sit down. Do this until all students are sitting. * Involve the JTE if possible, having them ask and answer questions too. | Interview circle | All students ask and answer questions | * Do the same activity, but this time they have to pass the ball to other students instead of the teacher. | https://docs.google.com/document/d/1j3Oj16BA4pLud8ZE-Suh2ZPt4orRJpnhpgTtfOJJeJk/edit?usp=drivesdk | https://drive.google.com/file/d/13GDFbimCLKvUxE8klGCpPqj-ZZFcDDZc/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-21 | Partner Presentations part 2 | Brandon Lindsay | JHS1 | Speaking | Reported Speech (Indirect speech) | Bring a ball or something to pass around | Ball-passing game | Everyone attempts to remember parts of their speech | * Tell the students they will be using part of their speech for a short activity and give them a couple minutes to read it over. * Gather everyone in a circle. Pass the ball around. When someone gets the ball, they say a line from their speech. When they say the first three lines they sit down. It might be helpful to have each student hold up three fingers and put one down each time. Continue this until finished. | Study time | Students remember their entire speech | * Give students time to practice speeches. Go around and check one by one before the speech. | Presentations | All students have presented | * Go through presentation expectations regarding posture, tone, etc. * Allow each student to present and score them out of 100. | https://docs.google.com/document/d/1RHRfDcBzsy2e6jZA2p1umjzOyaXk6ZNc9kj2nrBZe9I/edit?usp=drivesdk | https://drive.google.com/file/d/17ZATGT0UiU_Bzi8s-FHclqIQ3q9v__ll/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-18 | Thesis, Antithesis, Counter | Stuart Dalziel | J Willett, A Hughes | SHS3 | Writing | OTHER | Argumentative essay structure | Print all associated worksheets | https://drive.google.com/open?id=1dkRA-qxljcajf1q6rc2S6N1fMt3d8xE3, https://drive.google.com/open?id=1CA_5T0CFsHDK7rDOpJvcmCTYBQFZ0Lnd, https://drive.google.com/open?id=1ZNZ1oVj7RQBP626jNlgklVxGV2UpR7Ym | Explain today's theme (narrative exposition for argumentative essays) and give out the comic strip handout. Go through it slowly, with aid from JLTs in stressing that the counter must address the antithesis directly. Explain "TAC" relation to the chicken in background! | Comprehension has been checked. | Students flip over the page to reveal a 3 part task. The first student finishes part one (thesi) before passing it to a second, who completes the antithesis. Finally a third student provides the counter. | Papers are passed back to the original writer to look at. | Students who struggle with imaginative thought may need assistance to get going on part one. | Gap fills are handed out. Students complete the missing stages of a TAC paragraph using their own appropriate ideas. | Students finish and a few responses elicited as a group if time. | Hwk (N) is passed out and explained where needed. Hwk (L) final draft is collected in | End of lesson. | https://docs.google.com/document/d/18kGbT15Z3jdemXQBXsrQoGoCWGCaKhfvz3CPlqVTC5c/edit?usp=drivesdk | https://drive.google.com/file/d/1Fb9r5gjYIbgyAr5yDxRXc5XUSpcMEr3P/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-10-17 | SHS1 Lesson 17 : too/ not too | JENNIFER WILLETT | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Adverbs of degree | This lesson focuses on too/not too [adj/adv], next lesson will cover too many/too much [n.] This half semester focuses on using too, not too, enough and not enough. Because noun and adjectival/adverbial forms differ students have previously struggled with accurately using this language. | Print Touch it game sheets (1 per 4 S + spares) | https://drive.google.com/open?id=1T9caxZxIXh_t0p3B9-vSF4k4u7CqxN1BQ7qUFZVEFtw | Greeting | When students have warmed up | Prompts: 'how have you been?' 'What have you been doing?' | Introduce key language | When students have become familiar with too/not too. | Role play buying a drink from the school vending machine with the JTE. Model the use of too- and not too-. Compare the various merits and say which drink you like in the vending machine. N.B: Remember this lesson focuses on too/not too [adj/adv], next lesson will cover too many/too much [n.], so say that coffee is too sweet, rather than 'has too much sugar' with classes that may not catch the nuance. Break down the language, look at what kinds of words can be used with [not] too -. Talk briefly about how nouns have a different structure and how we will discuss them in detail next class. | Students practise in pairs | S have had a short conversation using both too and not too with adjectives/adverbs. | 5-10m S have a similar conversation about drinks in a vending machine (or similar) in pairs, they should aim to use too and not too twice each, so 4 times per S, one positive and negative form each for adj. and adv. Get pairs wo show another pair their conversation. S can make notes, but this is *not* a script writing exercise, so the emphasis should be on speaking and listening, not writing. Choose a few S to model their conversations to the class. | S further gain fluency and confidence | S have played a speaking and listening game. | S play Touch It using the print outs. They know this game but haven't played for a while, so review the rules first. Groups of 4. S play rock, scissors, paper. Winner goes first. Examples: I think I will buy those sneakers. They are -. [expensive] > they aren"t too expensive. I can"t read that book in English, it’s - [difficult]> it's too difficult That teacher isn't interesting, he [speak, slow]> he speaks too slowly I can sleep late if my brother [shout, loud] and wake me up> if my brother doesn't shout too loudly Students especially find the fourth pattern difficult, so help them and do a little drilling. The janken winner asks a question and then the first student to answer using the prompt can colour the space in with their coloured pen. Play moves to the left. If a student uses incorrect grammar, the others get a turn. | If extra time, free conversation | S have gained confidence and ability in free conversation | S should practice using a theme such as what they plan to do after midterms etc. | https://docs.google.com/document/d/1lcDfgF73hXMwjq86EAeG3pE1PYp8zeNW_lwHsv-cuF8/edit?usp=drivesdk | https://drive.google.com/file/d/1wBmi24SKQLp75Qk3isrthDITxzY9NSAp/view?usp=drivesdk | |||||||||||||||||||||||
| 2018-10-17 | Buy One Get One Free Part 2 | Stuart Dalziel | JHS3 | Listening, Speaking, Writing | Conditional 1 (first conditional) | Shopping | Print resources, cut and collate paper strips | https://drive.google.com/open?id=1Zba92NEG2EuKHRIWNQhY2rsg9x5n2paE, https://drive.google.com/open?id=1sdaipzHYAQLDmL49VbcMTfZNkD9xD3aF | https://www.eslbase.com/activities/first-conditional-connect https://www.slideshare.net/nocom20/practising-first-conditional | LISTENINGA couple of the trickier vocab terms from 107B are clarified before said listening is completed and checked. | Answers checked as a group | DIALOGUE DRILLSThe conversation on P.108 is completed in pairs and then as a whole group, including substitute phrases. | Drills have been completed | COMPLETE THE CLAUSESs write full sentences including the missing clauses for the prompts on P.109E in their notebooks. After that compare answers in pairs as a conversation activity before a few different answers elicited at end as whole class | Answers have been elicited | MATCHING PAIRS GAMEIn teams of 4, students place the strips face down on the table. Each student in turn selects 2 strips to turn over and tries to find a matching if clause and will clause pair. If unsuccessful, they turn the papers back face down and the next student takes their turn. | Continue until all pairs have been found and a winner declared. | BOARD GAMEIf more time remains, hand out the board game sheets to each team of four and have them play by completing the missing clauses with their own ideas (unlikely you will need this). | Bell rings | Timezones 3, Unit 11, P.107-109 | https://docs.google.com/document/d/1DPprJcufZnCA4XIYDEqTc2AisHDR2_ntWv8601DE5TQ/edit?usp=drivesdk | https://drive.google.com/file/d/1a4QCyf-3IMkIvty20IIi3P3ulQFC-rBe/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-10-17 | Video Skits | Mary McCaffery | Megan Danner | SHS2 | Listening, Speaking, Writing | NONE | The class is focused on creative thinking and group work. | video clips, recording device, computer, script prints | Video viewing | Students watch the first set of video skits. | The first video clips that were recorded in the previous lesson are viewed by the class. They listen to the other groups` skits and enjoy the progress they made. The written scripts are collected and checked. The original sound of the video clip is also watched to compare with the students` ideas. | Video Skit #2 | Students watch the second video clip and write the second script. | Student continue working on the second clip script from last lesson. Those that finish first can then record their second script. The lesson focused on creative thinking and making a new script that matched the second video. The second clip is longer and more challenging. How well they work in a group and their participation in creating the skit are marked. | Voice recording | Students record their second script. | The groups take turns recording their scripts. The groups rotate between writing, practicing their skit and recording the skit. Overall, the goal is to finish writing all the scripts and start recording. The length of this second clip is slightly longer and takes more thinking time to match the timing of the roles. Students seem to really enjoy this activity. | https://docs.google.com/document/d/1F4NQ2j9Udkt7FF4tPCcJYWA2zAG3uC6GdtL-AxvJOsY/edit?usp=drivesdk | https://drive.google.com/file/d/1QIJ04xP0QBozujykmCm4Hu4mbRR-Khi1/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-16 | Eiken Interviews | Mary McCaffery | SHS1 | Listening, Speaking | OTHER | Infinitive structures | Language focused on eiken level 3 grammar points. | Eiken interview tests | score card, eiken test sheet, invention activity sheet and writing paper | lesson overview and print handout | Students listen to the lesson over view and receive the prints. | Students follow the instructions to write their name and student number on the score card. They are reminded the rules of the Eiken interview. Then they receive the print and instructions for the second half of the class. Any questions are answered. | Eiken interviews | Eiken interviews are done with each student. | Students go to the interview room. They are interviewed one on one with another teacher. Score cards are marked and collected. Students return to their classroom to start the next activity when they are finished with the interview. | Brainstorming | Students pair up and brainstorm ideas. | Students work with their partner on brainstorming ideas. How to brainstorm is taught with an example on the board. The goal is to brainstorm many ideas and decide on one for the project. | Invention Presentation | Students use brainstormed ideas and write about a new invention. | If time allows, students start writing their ideas into a paragraph about a new invention. The goal is to use their current English level and do some creative thinking. They must also include infinitives which they studied in the previous class. | https://docs.google.com/document/d/1_q4h9oO1D8UQPtVreD2RY0fTVKpWGS7G-FEw8mgIPmk/edit?usp=drivesdk | https://drive.google.com/file/d/1_wewszBm_uGZf_Y9JfYyZWDRj0EoBPk7/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-16 | I play... - Present Simple Tense | James Modlin | Adam Strauss | JHS1 | Speaking, Writing, Grammar | Present simple tense | Print out the worksheet. Also, you can print out pictures of famous athletes and or singers to use as well. Or just ordinary pictures of people doing activities (target vocab: play, practice, study, like). | https://drive.google.com/open?id=1g4H-NPGMzpw8UE8rmAE4AUK5rHHIk4V- | Have them write the days of the week on the board as a warm-up. | When they have finished doing so and we practice the pronunciation. | Complete the worksheet. | Pass it out. Go over the vocab and have the students fill the worksheet out using their answers. Help with spelling if need be. Once finished, have each of them come up to you and tell you their answers. | You can do pair work or something else if you like. Whatever gets them using the target language. | Now move on to He/She plays... Use the cards or people (or write their names or draw pictures - whatever you like) and explain how when using the third person, we put an 's' at the end of the verb. Go over some examples before showing students a picture and have them correctly say the sentence. | Once everyone has said at least one sentence properly. | Play a "Do you...?" question game. | Play until the end of class or until you find an appropriate place to stop. Everyone goes at least once. | Divide the class into teams. Have a student from each team ask you a "Do you...?" question using the target language: play, practice, study, like. If your answer is "Yes, I do," then that team gets a point. If you answer "No, I don't," then they don't get a point. Students might begin asking only "Do you like...?" questions, so in that case tell them "like" is finished. | https://docs.google.com/document/d/1nn9mPmPz2G-zZtu8nlkHYYOjjNBfSxaTwD-fd6MW2jA/edit?usp=drivesdk | https://drive.google.com/file/d/1LD_Fo8NTI4NZ08W1UqyJd-wFzkGHXbPU/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-10-15 | Travel Brochures - Activities/Sites | Mary McCaffery | Megan Danner | JHS3 | Listening, Speaking, Reading, Writing | OTHER | Students are using their current knowledge of English as well as specific phrases and vocabulary given during the lesson relating to the travel brochure they are creating. This lesson focuses on activities and sites to see and includes the vocabulary - landmark, monument, site and heritage. | power point, PC, quiz print, folder with materials, iPads, vocabulary cards | warm up quiz | Students complete the quiz in the allotted time. | The quiz is a warm up to the travel brochure project. The students will write their answer to a questions about which country they want to travel to and why. | Class goal over view | Students will listen to an over view goal of the class and ask a question if they have one. | The teacher outlines today`s goal through a power point. The points to be researched and covered in this section of the brochure are discussed. The new vocabulary words are learnt and materials are handed out to the groups. | Group work on travel brochure | Students work with their group to research the activities and sites for their assigned country. | All information is checked by a teacher. Students try to finish researching all the required vocabulary and bullet points that must be filled out in this section of the brochure. Students take turns researching on the iPad and writing the information on the brochure. | Mini presentations | A couple groups give a mini presentation about current findings. | A couple groups (different from the previous class) give a mini presentation of the day`s findings. Each class focuses on different aspects of presenting such as big voice one week and eye contact the next week. These mini presentations will help keep the students focused on the day`s task and prepare them better for the final presentation. | https://docs.google.com/document/d/1H1FTdlmm-dNrrP15JnJbjO9maAjIZnlGfMtc6Lnsy0c/edit?usp=drivesdk | https://drive.google.com/file/d/1EnyddaPZWPFiA0HiFME631Jywy0HSZFf/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-10-15 | What would you do? | Brandon Lindsay | SHS1 | Listening, Pronunciation, Reading, Writing | Modals | Read through text to check for pronunciation, 5 minutes | Reading | Students are familiar with keyword pronunciation | * Students read text selection out loud one at a time. | Listening | Students are more familiar with listening | * Read or play the selections. Students choose the best answers. * Go over phrases on the next page. | Writing | Students have written and begun memorizing their speech | * Students have answer the question, What would you do if you won 100 million yen? * They write about 5 questions, check with teacher if necessary, and memorize their speech. | Crown, p. 63-65, Listening Laboratory Unit 10 | https://docs.google.com/document/d/1YD5IvQdLJhWGbpIuFzbfqr-U6hjdEfYpew-F44ZbG3A/edit?usp=drivesdk | https://drive.google.com/file/d/1ERtLhsX0x79_z60pnO04EXJG8oWV7QJb/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-14 | video skit recording | Mary McCaffery | SHS2 | Speaking | group work and performance of speaking (using emotion/acting out a scene) | NONE | Students are using their level of English and creating original dialogues to match a video clip. | video clips, recording device, script prints | quiz warm up | Students answers questions during the allotted time | Quiz materials based on previous lessons and focus on listening skills | Group work | Students finish writing their script and prepare to record. | Students are given 10-15 minutes to finish writing their scripts. They then watch the repeated clip and begin practicing their dialogue to go in time with the video. | Voice recording | Students record their voices. | Groups are taken one at a time to another classroom to record their voices. They are given two takes to time their voices right. Then they return to their classroom and tag the next group to record. | Second Video clip | Students work in groups to write a second script. | The groups watch a second video clip. They decide roles for each member. As they watch the clip on repeat, they start to write up the script. The writing portion of the project will continue in the next class. | https://docs.google.com/document/d/1u3y38QEggchEQa64vL7LbCzog7BLyGzRAyLKQ1yonfU/edit?usp=drivesdk | https://drive.google.com/file/d/1uaBrIfcq6VXVtFu5qLHO9QYC0sgsZHhM/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-10-14 | Further practice in the Passive Voice | Jason Packman | Kevin Warzala, Mary McCaffery, Peter Ackerly | SHS1 | Listening, Pronunciation, Grammar | Passive voice or active voice | try to focus on form and pronunciation | prepare playing cards and worksheets | https://drive.google.com/open?id=1bAZykQ6SXeQGrk1GUYBB6sgddONUgj8Q, https://drive.google.com/open?id=1DC514yio9VJnm5Hf0QSwspSDXihcQ1pJ | Review passive words | Students | Students first listen to the teacher. Teacher writes numbers on the board. Teacher then elicits verbs. Teacher then draws a card from the deck and makes a passive sentence. T practices with students on rhythm and intonation on how to say these sentences. T repeats a few times. Teacher then draws a card, asks a student to make a passive sentence. T practices sentence for rhythm/intonation. T then passes out paper. Teacher asks students to write T name. Teacher then draws card, says a sentence, students then write it down. T then puts students in pairs, T says one student draws a card, says the passive sentence, other student writes down the sentence. (this will also help passively with pronunciation) after a few minutes, Ss change partners and continue to write down sentences. The same word is okay, as it gives students practice listening and speaking | Ss practice making sentences with worksheet | When Students have made all the sentence | Put students back in rows. Ss are asked to practice saying the questions. Q 2 is changed to elementary school. Ask students to change 7 to any amusement park they wish. Then some sample answers are given. Tell students to only give one answer at a time -- for example, #6 say only england, usa, india, etc. Ss are told to work in pairs again. Ss play janken. The winner asks the question. the loser answers. The winner needs to write down the winners answer. After a few minutes, Ss are asked to change partners. Each person will have slightly different answers, so asking/answering the same question isn't a problem. | Quiz | Students complete the quiz | In this class, students are asked to do a quiz at the end of each class. Ss are given the following three sentences. The man wrote a book. The woman ate the cake. The student bought the game. Students are asked to write these down as passive sentences. The book was written by a man. The cake was eaten by the woman. The game was bought by the student. - Students then exchange papers and check their answers. All correct get a circle, -1 gets a triangle, -2 gets a 0 | https://docs.google.com/document/d/1IjD2vj4gCY3hvmtxUmSRh7o4lYu5NFUw1iO-HYem2Bo/edit?usp=drivesdk | https://drive.google.com/file/d/1Z3pcPnC-cjlceooAE4RA7-z8xRV0whsE/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-10-14 | Practice Conversation | Jason Packman | Kevin Warzala | SHS3 | Listening, Speaking, Pronunciation | NONE | students are high level, completing their presentations, just focus on creating discussion opportunities | practice discussion | way to show the objects, playing cards, list of discussion topics | https://docs.google.com/presentation/d/1_ONavPGR9tM-eH8Uytdd6oiuV2tR09NxvgYNS3Z-8uE/edit?usp=sharing https://docs.google.com/presentation/d/1_ONavPGR9tM-eH8Uytdd6oiuV2tR09NxvgYNS3Z-8uE/edit?usp=sharing http://iteslj.org/Lessons/Brown-TalkingCards.html https://docs.google.com/document/d/1aUt1tvS_1wl1gnedXJJZnOB1NmUM4WJScEVIRSHHQgA/edit?usp=sharing | Ss get to know their teacher | Ss ask teacher one question each | This class was first taught as a substitution class. I think classes go better when S know their teacher a bit, so when I first substitute in a class, I ask the students to ask me some questions. This is a high level class, so I will ask all the students to ask me one question. | Ss discuss with their classmates | Ss get some discussion practice in with their classmates | T passes out decks of playing cards and Ss are shown the list of topics to discuss. Students are put in pairs or groups and then asked to draw a card. Ss then have to discuss the topic based on the card they draw. T changes pairs/groups every few minutes. | Ss Work on their Presentations | Ss are finished with their presentations | Ss are working on a presentation. T check to see if they have completed their presentation. T gives S some time to complete the presentation if needed | Ss say a funny story | Ss can make a funny story | Ss are put into groups of four. Ss are shown various funny objects. Ss are then asked to make a story based on those objects. Students come to the front to present their story. Repeat again if time allows | https://docs.google.com/document/d/1xrwSKmKfh3DHj13Ha3MMI4wgULDGGB780_nP5ko9Fe8/edit?usp=drivesdk | https://drive.google.com/file/d/14FjkBYJn1D17a9q5cZ49mx9XtNXyb5fp/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-10-14 | A Story in the Passive Voice | Jason Packman | Kevin Warzala | SHS1 | Listening, Speaking, Grammar | Passive voice or active voice | way to show the objects, print out passive quiz | https://drive.google.com/open?id=10wCHRfX_tJH0hvRg0I2BNPlLIV8YHUf8 | https://docs.google.com/presentation/d/1_ONavPGR9tM-eH8Uytdd6oiuV2tR09NxvgYNS3Z-8uE/edit?usp=sharing | Introducing the Teacher | Ss know a bit more about the teacher | This class was first taught as a substitution class. I think classes go better when S know their teacher a bit, so when I first substitute in a class, I ask the students to ask me some questions. First, I try to elicit what is your name, I tell the students my name. Then I write on the board 5, 4, 3, 2 1 in descending order. I choose students by volunteers or randomly. I also try to ask back to students any questions they ask me. | Review Passive Tense | Ss are able to change tenses from active to passive | make - was made, write - was written, use - was used, take - was taken, see - was seen, eat - was eaten, buy - was bought, give - was given build - was built, allow - was allowed, carry - was carried, find - was found, try - was tried, create - was created direct - was directed by, star in - was starred in by, write - was written by, record - was recorded by With the above vocabulary, S are asked to change from active to passive by writing each active word on the board followed by the passive tense or just checking orally. THen, ask students to transform a few sentences. Finally, play Criss Cross where students are given an active sentence need to transform it to sit down | Make a story in a passive tense | Ss can make a story about an object and how it is acted upon in various ways | T shows Ss the picture of a magic ring. T then says a story. First, the magic ring was found by a man. Second, the magic ring was brought to a restaurant. Third, the magic ring was used by a chef. Finally, the magic ring was eaten by everyone for dinner. Ss are then shown another picture, and volunteers are asked to say the story from their seats. Then, four or five students are chosen to come to the front, they are told to make the story after being shown a picture. Repeat a several times | Quiz | Students complete the quiz | In this class, students are asked to do a quiz at the end of each class. Ss are given the following three sentences. The man wrote a book. The woman ate the cake. The student bought the game. Students are asked to write these down as passive sentences. The book was written by a man. The cake was eaten by the woman. The game was bought by the student. - Students then exchange papers and check their answers. All correct get a circle, -1 gets a triangle, -2 gets a 0 | https://docs.google.com/document/d/1v9_SIWgcXDF9jEFhafVwDMFuVtPvosmFz8q7BqxJZQo/edit?usp=drivesdk | https://drive.google.com/file/d/1aFRkXqAVYJ_GNck6TAAFD1LAHeD7x8wl/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-12 | Giving Directions | Peter Ackerly | SHS2 | Speaking | Relative clauses | Will Add | https://drive.google.com/open?id=1SAqn4howDJNdOkeslmRIwkkihEgZVyiQ | Will Add | Will Add | Will Add | Will Add | Will Add | Will Add | https://docs.google.com/document/d/1ilhjex2D-FWOuVws1P29tACWtMEVmZVM_5hK3xWn2ys/edit?usp=drivesdk | https://drive.google.com/file/d/1LLqlUP7pJ639-QlqHpAEwC-L2YDaALAA/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-12 | Rara Review | Peter Ackerly | JHS1 | Listening | Expanding on Listening and Response | OTHER | Will edit | https://drive.google.com/open?id=1JvEwkakr-TSB8qyricFHvB85NEPSv_xp | Will Ad | Will Ad | Will Add | Will Add | Will Add | Will Add | https://docs.google.com/document/d/1cV5bvAqQXCUQOR7OXwGGKLSNqO7ruqAT6GWDfA4yeV0/edit?usp=drivesdk | https://drive.google.com/file/d/1SKcjHmSsr3O-RgF_Eh6o8EAv8VKjBhJs/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-10-12 | Giving Directions 2 | Peter Ackerly | JHS2 | Speaking | Prepositions of movement | Really this is more oriented towards practicing some kind of dialogue. | Slideshow; Hook-up for whatever slideshow we device we use to display the slideshow; Cards are needed for two different mingling activities. You'll need to make copies of the script. | https://drive.google.com/open?id=1TpaHTkfMYKVgYws2B3SnEyfLL6Z6R5ld | Engage the Students | When I have everyone focused on my and responding to my prompts. And if I have them engaged and the challenge that I am hitting them | Probably, this will go so far as practicing conjugating the high-frequency verbs, but we might also so short-answer questions. (Like "Yes I do." "No, she doesn't." Et cetera) This group needs a more solid experience of success. | Dictation using expressions | Will complete | Review The model Conversation | Will complete | https://docs.google.com/document/d/1E8yaGcjF3M4zw2oz71f6Ue6iopIrMfSkCkpZd2ehLSs/edit?usp=drivesdk | https://drive.google.com/file/d/1AZ1bqFzsEGx2Hf0DovThZGJPP07Lcxiz/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-12 | Interview presentation part 1 | Brandon Lindsay | JHS1 | Listening, Speaking, Writing, Grammar | Reported Speech (Indirect speech) | Prepare around 9 or 10 questions, 10 minutes | Decide on questions | Students have decided on enough interview questions | * Assign pairs for each student. * Give the students a list of 10 or so interview questions based on grammar they already learned (or introduce concepts easy enough to explain in a short amount of time). * Elicit meanings for each as well as how to answer them correctly. * Have them choose 6 or so questions and write them down. | Interview | Students have interviewed their partners | * If possible, demonstrate with the JTE how to conduct the interview. For example, ask the questions and write down a brief note for each answer. Show students that incomplete answers are okay for now as long as the important information is there. * Have students interview their partners and write down notes for the answers. | Writing complete sentences | Students convert their answers to reported speech | * Show how to transform the notes taken for each question into complete reported speech. For example, if the question is 'What food do you like?' and the note says, 'Apples,' write 'He/She likes apples' as the complete sentence. * Explain that the six resulting sentences will be the presentation itself. * Have students write the sentences and memorize them. | https://docs.google.com/document/d/1RlMYLgw-_IexAW_xWxFl8417DH-2bMynaKapEV6TUTg/edit?usp=drivesdk | https://drive.google.com/file/d/1M5CiFjLIlHchJ1KOEn4b3AL_Ef5b07QS/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-12 | English Camp prep | Brandon Lindsay | JHS2 | Pronunciation, Writing | Questions and short answers | Bring enough of both handouts for all students, 5 minutes | Introduce classroom English | All students have a translated sheet they can refer to | * Hand out classroom English sheet. * Explain that the phrases on the sheet will be used in both English camp and in class from now on. * Elicit translations from students for each phrase. JTE can fine tune if necessary. | Interview questions | Students have answered all questions | * Hand out interview worksheet. * Go through the questions as well as how to answer them. * Student write their own answers. | Interview activity | Students can ask and answer the questions by memory | * Arrange the students so that there are pairs. Give them a time limit to ask as many questions as possible, alternating question and answer within the pair. * After the predetermined time has elapsed, have them change partners until the end of class. | https://docs.google.com/document/d/1v8zAHGsIosioibjqOTT4bzeKxmAFdKRNjawqVa00Vwc/edit?usp=drivesdk | https://drive.google.com/file/d/1_p04xCp_3_oillFkiz2GzwTZ7bY3L0g-/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-11 | Rooms in a School | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking, Pronunciation | Nouns | Rooms in a school | Have audio, print worksheets and flashcards, 15 minutes | https://docs.google.com/document/d/1bE9_oJPIlYLQfEHgqR3KvON0Bl3B7oZUuCQIwmRf_Po/edit?ts=5bbef52a | Intro school rooms | Students understand the names of the rooms in a school | * Drill the names of rooms in a school with flashcards, using pictures of your own school if possible. * Do a chant if available. | Listening check | Students can identify the rooms by listening | * Pass out fill-in-the-blanks worksheets. * Play the attached audio file. * Students listen and fill in the blanks. | Pictionary | Students understand the vocabulary and can say it when they see it | * Play one round of pictionary with the whole class, drawing a room and eliciting the name from the students. * Break the class up into small groups. Hand out blank papers. One student draws and others guess. Continue until everyone in the group has drawn. | Pronunciation | Students can distinguish between short a and short u | * When a group is finished with pictionary, check understanding with one picture. If they are successful, give them a pronunciation worksheet. * Students work on the wordsearch. * When all students have finished pictionary, do the minimal pairs quiz. | https://docs.google.com/document/d/1dtqfKqSL-i_0Ewap0x93A-HHsJ613J_88GOf9QKhKAg/edit?usp=drivesdk | https://drive.google.com/file/d/1ryIt0GMYS4aML0YIoAqdoRNt3QvvtG7c/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-11 | Buy One Get One Free (Part 1) | Stuart Dalziel | JHS3 | Listening, Speaking, Writing, Grammar | Conditional 1 (first conditional) | Print and cut worksheets, source CD player | https://drive.google.com/open?id=1CeTQaUZS4u5KQuPVYACGuTDseFTosVxk, https://drive.google.com/open?id=1rm8GxSDchKVKK8A4lh-Xlu7onXd-KIfk | Ss are invited to think of as many non-food items available for purchase in a supermarket (daily commodities) as possible. Brand names and Japanese are not permitted as answers. In rows, the first student has to write an answer on the board and then pass the chalk to the next student and so on. The first team to compile a list of 10 valid answers wins, but continue until all but the last team has finished. | All but last team have finished. | P.107 listening is completed, repeating if necessary and checking answers. | Answers and student comprehension checked. | A sample conditional sentence from the listening is written on the board. With JLT assistance if necessary, elicit the function of the grammar (expressing cause and effect relationships for probable but not definite future events). Test comprehension of form and function by substituting parts of the model sentence.109 C then completed and checked. | Answers to 109 C checked | Ss receive either copy A or B. The sheet has half clauses such as “If it rains”. Ss convert this to a question (model first) and pose it to their partner “What will you do if it rains?” Partner responds “If it rains I will use and umbrella”. Asker writes “he will use an umbrella” to complete the clause. | A majority of pairs have completed all sentences. | CONDITIONAL CHAINSIf time remains students make conditional chains (making the will clause of the last sentence the if clause of a new sentence) in pairs. Swap partners by moving one seat up every two min. | Play until bell rings | TIMEZONES 3 UNIT 11. PAGES: 107, 109 | https://docs.google.com/document/d/16SMjeNoSWM6-uygxTPHpIQ_TBYlh58E27I_oE1JJCVo/edit?usp=drivesdk | https://drive.google.com/file/d/1b4wBVwb7JICCgYSR7LDyAlq0S-GGPrFa/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-10-11 | Telling the Time | Leigh Bitossi | JHS1 | Listening, Speaking, Telling the Time (long form) | OTHER | Telling the time in long form | Not a lot. Other than the time it takes to print out the bingo grid. | https://drive.google.com/open?id=1HxHq7X71p_IyIJ6MfY74GjvHRyzgUZGH | Check understanding of "short form" time ( 3:35 etc) with class. | Point at the clock and ask "what time is it?" At this stage, most kids will try to answer in a mix of Japanese and English, and in short form ( numbers only). That's ok. We just need to make sure that the question and concept is familiar. So, when everybody understands this question, move onto the next point. | Introduce the long form ( half past nine, etc ) | When everyone understands long form time telling conventions | Elicit the current time. Write the digital time stamp on the board. Next, write out the long form. So, 3:30 becomes "half past three." Demonstrate the concepts of past, to, half, and quarter by drawing a clock face on the board. Distinguish the two halves of the clock with different colours so that "past" and "to" can be easily demonstrated. Also, check that everyone understands what a "half" and a "quarter" are. | Practice telling the time (as a class, then individually) | When students can use long form time telling convention | On the clock face you've drawn on the board, go over some different times and have the class repeat/call out the time. Next, call on students to come up to the board and draw the time on the clock face that you tell them. | Time Bingo | Bingo! | Hand out the bingo card. On the board write up a variety of different time stamps. Have students choose time stamps, fill their cards and you call out the times in long form. | https://docs.google.com/document/d/1TKJ8qUNaeaJuslYWyccM-KN7hzHnOebNKO68f4-KhsA/edit?usp=drivesdk | https://drive.google.com/file/d/1OGgPYsD4WJ3mmoE8Jojz4rz_4Tt0HnNW/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-10-10 | JHS2 Lesson 16 - Subordinate Clauses 3 (Halloween Special) | Andy Hughes | Jennifer Willett | JHS2 | Listening, Speaking, Pronunciation, Writing | Subordinate (dependent) clauses | Print off the Halloween Mad Lib sheet. | https://drive.google.com/open?id=1jD01OiepeCILHciAO7MLilLR2m-HygKMDNYDkXVJJgk | Greet the students and ask some warm up questions based on the previous lesson | Students are warmed up and have answered some questions. Previous lessons structures have been revisited. | Ask the students what they want to do after the mid-term exams. Allow the students to ask a fellow student after answering the question. Follow up questions can be asked if time permits. | Students have asked and answered questions. | I want to _____________________ etc. Why? Because _______________. | Teach the students some Halloween vocabulary. Tell them a short story regarding Halloween and answer any questions based on the new words. Giving them some new thematic vocabulary will help them to be creative with the Mad Libs activity. | Students have gained some new words to use for the next activity. | Model the Mad Libs activity with the JTE. Demonstrate the different structures needed to complete the story and make the rules clear. Show the students some example answers and elicit new ones from them. | Students understand how to play the Mad Libs game as a team. | Students complete the Mad Libs worksheet in pairs. | Students have completed the game and are ready to present their work. | Students present their work in front of the rest of the class. | Students have presented their completed stories. | https://docs.google.com/document/d/1u9V153RtDPhGbN1Ty2ivCUhbk9pGiIM1vfqyh5oQCuI/edit?usp=drivesdk | https://drive.google.com/file/d/1nTCG1wrsrMm5r_eMFe-VE7C_YGMSjdAJ/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-10 | JHS1 Lesson 13 - Past Tense Review (Interview Challenge) | Andy Hughes | JHS1 | Speaking, Pronunciation, Writing | Past simple tense | Questions and short answers | Print off the interview worksheet (one per pair) | https://drive.google.com/open?id=1lASBuR_GFU9ZnYaE7bD-JtOADjacYXeQDVBrIoDyvRw | Greet the class and ask some simple interrogative questions to prepare them for the following activities. | Students have had the chance to answer some simple questions related to the upcoming conversation test. | Review the conversation on page 121. Because this is a review, the students will listen to the conversation only once before presenting the conversation with a partner. | Students have completed the conversation and have had feedback concerning pronunciation. | Complete the pronunciation exercises on page 122. These exercises are useful because they make for a useful lead up to the interview challenge. | Students can correctly pronounce the target vocabulary. | Model the Past Tense Interview Challenge. Give the students ideas for their own conversation and tips on how to answer the target questions. | Students understand how to answer the interview questions. | Students complete the Interview sheet in pairs before presenting it in front of the class. Feedback given. | Some students have presented their interview. | Give the students some advice regarding the conversation test next week. Ask randomly selected questions that relate to what they might have to answer on their test. Pick students randomly and take note of any common mistakes. | Students have answered some questions and have had advice given regarding the test. | New Treasure 120 - 122 | https://docs.google.com/document/d/1pfoGXKY-ISgTdg4Dr5hvtq5psyrPAhgfeQTzlJTa3-I/edit?usp=drivesdk | https://drive.google.com/file/d/1Dmyg8DkPzNYA1OOL-aIaUTk48SbDmRD8/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-10 | Comparisons | Stuart Dalziel | Jenny Willett, Andy Hughes | SHS3 | Writing | OTHER | Writing comparative essays | A lot of printouts to prepare as usual for this session | https://drive.google.com/open?id=16HS5MjW_VKozpednEJ5yjmSpgldPxMYV, https://drive.google.com/open?id=1qOGci0SlLqxZgVyOcLJDJqsDqskBadzt, https://drive.google.com/open?id=1grpnM5dwVEFFVtTGXyo-ApoKgPRWIsOm, https://drive.google.com/open?id=1ng1rOZhc5-AwjmDw2n8jIp_3ekFDK3T0 | Greet clas, briefly explain today's theme. Distribute warm up activities, inform students that they have ten minutes to finish and give no further instruction or guidance. | The time limit has expired. | Model answers distributed and read through. Difference between verdict and open type comparative conclusions explained, along with some hints on how to tell which is required. Point out that this model is structured according to point of comparison, rather than item of comparison. Item by item structure is possible, although we suggest this model is superior as it intertwines comprarative language in every paragraph. | It has been read and discussed. | Students then turn overleaf and attempt the verdict type comparative essay on the back (about mobile phones). Inform students that it is better to discuss a select few items from the info box in depth rather than exhaustively copy out the same information. Give as much time for this activity as your pacing permits. If you run short insert a peer review stage. | As explained above. | Previous homework collected, current homework distributed. Explain that the problem on the right hand side is the one linked to today's theme. | ALl have been collected and distributed. | https://docs.google.com/document/d/10O0jFKqhOrSMmGMOZwCJIjLWKSQRpdV_UyvyDDryLFg/edit?usp=drivesdk | https://drive.google.com/file/d/1nco7lcncNb8qbqqvwbr1zMwIOehoVdxz/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-10 | Video Skits | Mary McCaffery | Megan Danner | SHS2 | Speaking | Group work, timed conversations, creative thinking | OTHER | This class is a special track for English language and they focus on creative thinking and using their English abilities in various activities such as presentations, debate, group work, etc. Today`s goal is to work in group and create a short script to use in a video skit. | video clips, script print, roster list for groups | warm up quiz | Students complete a short quiz in the time allotted. | The quiz is based on previous lessons. This quiz is dictation. | book reports | Students give book reports. | The remaining students from the previous lesson give their book reports. Questions are asked and reports are handed in. The book report projects are finished. | Video Skit Introductions | Students are introduced to a new project. They listen to the overview and ask any questions they have about the project. | The new activity is introduced. Video skits are explained. An example video clip is shown with original voices as well as the modified example with the new voice overs. The details of what is expected of the students is explained and prints are handed out. The groups are assigned. | Video skit group work | Students watch the clip they are assigned to work on and start writing an original script. | There are groups of 3 students working on a 36 second video clip from an old black and white film. They are shown without voices. The groups decide roles and start brainstorming ideas for the script. They will write an original script idea. They re-watch the video clip for ideas on emotions, conversation topics and start to time their voices with the video. Scripts will be completed and recorded next class. | https://docs.google.com/document/d/1At1LeqQHszUHOPhPBOjvFQhTVubbsu4RTNUZOaj5-Uo/edit?usp=drivesdk | https://drive.google.com/file/d/1-LVD4RIJBwpT-vfY5U3XifysMWVwPkvR/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-09 | J13 (JISSEN) | Peter Ackerly | Kevin Warzala | JHS1 | Mostly numbers, but also clothes, colors, and patterns | Numbers: Cardinal numbers | Clothes, colors, and patterns, but it was hard to find the angle on this particular point | Prep was a little tricky. There is a word file on a computer that was connected to an IWB. This should have been a slideshow, and we should have had a clicker. | https://drive.google.com/drive/folders/1jv71b5ME_y9bAtk71IL0KqU4sWl7URop?usp=sharing | To be completed later | To be completed later | To be completed later | To be completed later | To be completed later | To be completed later | https://docs.google.com/document/d/1JI9qJE3b84j2jfs6buko-ubao4jhDoGUNvtPw50liUY/edit?usp=drivesdk | https://drive.google.com/file/d/155n7VUBvY4uWKCOtJXSGCX4mgd-Bw-XC/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-09 | Passive Voice | Peter Ackerly | Kevin Warzala | SHS1 | Grammar, I pushed towards aural mastery, figuring they get enough writing and reading practice elsewhere. | OTHER | Not choosing between passive and active, but rather transforming into the passive from the active. | There are two worksheets. There need to be 50 copies. | https://docs.google.com/document/d/1rMZl2O6bR74NZy05zmmjBtd7LaTUhJAc6UD5MyeR7eI/edit?usp=drivesdk | To be added later | To be added later | To be added later | To be added later | To be added later | To be added later | https://docs.google.com/document/d/1uO-LSjCzD7CCWuUuafLxm7VmRuyClSUbWpKSjjcMSrc/edit?usp=drivesdk | https://drive.google.com/file/d/1vz96HgFHEGyA380gdO6S0f0k3eSOOnof/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-09 | Superlative/comparative review | Brandon Lindsay | Jason Packman | JHS2 | Grammar | Comparison (comparative and superlative) | Come up with examples for sentences, 10 minutes | Listening quiz | Students recall previously learned grammar | * p.19 Part 1 - ask questions. Students write answers in notebook. Check answers. | Completion exercise | Students can properly distinguish between superlative and comparative forms | * p. 20 part 2 - ask students as a group or individually what goes in the blanks. Students write it in their books. | Sentence construction | Students can create grammatical sentences | * p. 20 part 3 - Students write the complete sentences in their notebooks based on the words provided. * T can then give additional examples, where two words are given (Mt. Fuji and Mt. Denali) and an adjective (tall). Students then create three questions (What is the tallest mountain in Japan? in America? Which is taller, Mt. Fuji and Mt. Denali?) This can be done for other adjectives as well. | Extra questions | Students can answer more personalized questions | * p. 20 part 4 - Students complete the sentences and answer in their notebooks and ask students individually their answers. | Get Ahead, p. 19-20 | https://docs.google.com/document/d/1Vk0OTka3wrXZ4l7gKiM7yRsEv7j_42AcTq6Ne6RQQZU/edit?usp=drivesdk | https://drive.google.com/file/d/1QqQRArSmsvm7iaSRVXVOeF4GSXhheVJH/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-10-09 | A Nurse Should be Kind. | Peter Ackerly | Kevin Warzala | JHS2 | Vocabulary/Should/Should Not | Vocabulary | Adjectives to describe personality and character | Print out the Worksheet and the quiz and make 30 photocopies. | https://drive.google.com/drive/folders/1jv71b5ME_y9bAtk71IL0KqU4sWl7URop?usp=sharing | To be completed | To be completed | To be completed | To be completed | To be completed | To be completed | https://docs.google.com/document/d/1rMZl2O6bR74NZy05zmmjBtd7LaTUhJAc6UD5MyeR7eI/edit?usp=drivesdk | https://drive.google.com/file/d/1o7tAKhIJcWZBC_mxm1Xek5oWHDieAEG7/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-09 | FAST FOOD | Adam Strauss | Brian Heillenman | JHS3 | Listening, Speaking, Pronunciation, Reading | NONE | worksheet | https://drive.google.com/open?id=1Pjhd_N__CqED5hSNVsVVEUUt6nSX8ME0 | Review different types of fast food on the work sheet | When all items are reviewed | Students ask each other 4 different questions about 4 different fast food restaurants | When all questions have been asked | Students practice ordering food from the dialogue provided | When all items have been ordered | Students expand upon the previous dialogue and order items with prices included | When all items have been ordered | https://docs.google.com/document/d/11-CEYN33Mik_moRwW267joN0ZrWGkVxDJWdishxehYU/edit?usp=drivesdk | https://drive.google.com/file/d/1Ckj5uChawVa4A1MWnyZGw6ZPAUooOqR2/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-09 | Book Reports | Mary McCaffery | SHS2 | Speaking | presentations | OTHER | More focus on presenting and use their current language base rather than specific target language in this lesson. | grade sheet, timer | Prep time | Students prepare to give their book reports. | The teacher gives a quick overview of what is expected during the book reports. Students are given a short amount of time to prepare themselves and gather their visual aid and materials to give their presentations. | Presentations | Students use their visual aids and present their book report. | Students report individually about the book they read and hand in their written report. | Questions Feedback | Students answer questions based on their reports after they present. | After each student has given their report, they answer questions from the other students and/or teachers. | https://docs.google.com/document/d/1X6EFdVgt8TcuDOpOLSHPDRSJyDM4pYLgSZRp6q2jUUg/edit?usp=drivesdk | https://drive.google.com/file/d/10tEsGdQWEgWz-1hKuyN5UZVKN-2OPuxA/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-09 | Shopping | Brian Heilenman | Adam Strauss | JHS3 | Listening, Speaking, Pronunciation | Questions and short answers | Pronouns: THIS, THAT, THESE, THOSE (demonstratives) | Worksheets, Dice | https://drive.google.com/open?id=1N-R3kQcOReXKuhvt9X9r680cpO3fUpIb | Warm-up | After repeating sentences | Review questions and answers pertaining to shopping with the example phrases and words provided on the worksheet | #1 Activity | Time limit | Roll the dice twice, follow the table on the worksheet, and ask a question to your partner. | #2 Role-play activity | Time limit or students finish | Role-play clerk and customer. Students read the situations given and practice dialogue based on those situations. A and B sheets have question and answer information | #3 Buy or sell game | Time limit or students finish | Move on the game board and buy or sell something using the phrases learned earlier in the lesson. | https://docs.google.com/document/d/1rcIhdG34eWCC-l_r0EhFKwoB5Ef3dwQ-ILla9Gcl9FI/edit?usp=drivesdk | https://drive.google.com/file/d/10R8M4o3oUKE2t6pQ6_S3NygElEo3yw4K/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-09 | Welcome to Yokohama | Brian Heilenman | Adam Strauss | JHS2 | Listening, Speaking, Pronunciation, Grammar | Verbs: Action verbs | Questions: WH questions | Travel | Worksheets, 20 mins. (Dice for activity) | https://drive.google.com/open?id=1NkgyX5M1kZUT4wcTEWFAH5tr0MbxM1nF7IGjibhirig | Warm-up Activity | Time limit or students finish | Start with warm-up questions to get students to start thinking about things to do or places to go in Yokohama | #1 Activity (Verb Practice) | Time limit or game finished | Play the activity by rolling the dice and choosing a verb to make a sentence about Yokohama (i.e. You can visit Yamashita Park) | #2 Role-play Visitor and Tour Guide | Time limit or students finish | Recommend things to do in Yokohama by saying a certain amount of sentences according to what number you roll on the dice. | #3 Give advice | Time limit | Using the information provided, give advice about things to do according to each particular person's likes and dislikes | https://docs.google.com/document/d/1NH_IHeGhQ78CBz5iX0Rl9BmkPg1mdZOw7EWsI6nGLJU/edit?usp=drivesdk | https://drive.google.com/file/d/1jJ4eJGcJQxeREFrD6qAJan5vXgC5zoAh/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-10-09 | Must/Must not/Have to/Don't have to | Scott Link | JHS2 | Listening, Speaking, Grammar | MUST or HAVE TO (obligation) | New Crown p 37, 52, prepare a powerpoint presentation and listening sheets | Students listen to a conversation using must and must not | Students hear the conversation between me and Japanese teacher | I teach the students how to use must/must not, and what they mean | Students understand the meaning and how to use them in a sentence. | Students repeat the conversation after me | Students have repeated the conversation with successful pronunciation | I ask students to make original sentences about Hayato rules using the grammar | A few students have shared a school rule using must or must not | I help students along if they are having trouble | We go to page 52 and continue with have to/don't have to, and how they are the same and different from must/must not. | Students have heard the conversation, repeated it, and understand the grammar. We make some more example sentences from school rules. | Students listen to a power point presentation about my school life in America. They must answer true/false questions about my school rules based on my presentation | The powerpoint has finished, students have answered questions, and we have gone over answers together. | New Crown p 37, 52 | https://docs.google.com/document/d/1-CT-fnGaC9laZNCUmjAssfkhnEpZ1uYJeub7lk0EfCc/edit?usp=drivesdk | https://drive.google.com/file/d/1QjUaSy-91I-mmkpSr4oKweAsEOVTnaAB/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-10-09 | Subway Directions | Adam Strauss | Brian Heillenman | JHS2 | Listening, Speaking, Pronunciation, Reading | NONE | WORKSHEET INCLUDED | https://drive.google.com/open?id=1X4bL8aLrh623aYRF3Zr7_f2v28I6tieg | Students practice giving directions to different exits | When all 4 exits have been discovered | Students give directions using a subway map | When all 5 stations have been discovered | Students ask directions using different buses. | When all locations have been discovered | https://docs.google.com/document/d/1c4F4_XHoz2jyj3cm0P2WDq5z0spfLU8N0pYnf1gcd2Y/edit?usp=drivesdk | https://drive.google.com/file/d/1P9XWTk1ogrAqfKiMzfB9MPd1ms806l_i/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-10-09 | TIME | Adam Strauss | Brian Heillenman | JHS1 | Listening, Speaking, Pronunciation, Reading | NONE | SEE WORKSHEET | https://drive.google.com/open?id=1qCwFw0aqwNySQH0Wpoiw_AU1sv9XZLLw | Review the times on the clock | When all students have an understanding of time | Students play a board game about time. GAME IS INCLUDED | When one student finishes the game before the other student | Students take turns asking about their daily routines and what time they complete them | When all questions have been asked and answered. | https://docs.google.com/document/d/18PZLCVauIfDAaF0wJu9erHZ7--MCKueSSRioIQx2u-g/edit?usp=drivesdk | https://drive.google.com/file/d/1qcOLkoydQN0aP7C6Cxpx9x_Mm3VPV0BR/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-10-09 | Sentence Adverbs | Scott Link | Scott Rosnick, Alvaro Leiva | SHS1 | Speaking, Reading, Writing, Grammar | Adverbs | Four Corners Textbook Unit 2A | Review parts of speech: nouns, adjectives, verbs, adverbs | Students understand each part of speech | I go over each of these with the students, asking questions and eliciting answers. Nouns are people, places, things, and ideas. Adjectives describe nouns. verbs are actions. Adverbs describe verbs, adjectives, or other adverbs. | We go over the sentence adverbs in part 1 for vocabulary | Students understand the vocabulary and how it works. | The sentences in the vocabulary start with a sentence adverb, for example, sadly, surprisingly, unfortunately, etc. These words change the tone or emotions felt by the event that is contained in the following sentence. | Students come up with their own sentence with sentence adverbs | Students have shared their original sentence with the class. | I write the sentences on the board that the students came up with and go over each one in detail. | Four Corners Textbook page 14, Unit 2A | https://docs.google.com/document/d/1vpvz7bIYRv4tN_eLe_ZcZEfUtcbtmYRXDxouQJ-VKKs/edit?usp=drivesdk | https://drive.google.com/file/d/1GBd8MjwXSAcjohqmSpDZeo-4qqlTJiXs/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-09 | Letters and Calls | James Modlin | JHS2, JHS3, SHS1, SHS2, SHS3 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Questions: WH questions | Questions: Yes or No questions | Write out the questions and possible answers on a piece of paper. Leave room next to each question for the students to write their answers. | Chorus the questions and answers. | When the students have filled in their answers. | 1. Do you like to write letters? Yeah, I do. Yeah, sometimes. No, not so much. No, it's a hassle. 2. How many letters do you write a year? I write about two. I write about ten. I write about twenty-five. I write about a hundred or more. 3. Who do you write to most often? I write to my _________. (Here you can write a bunch of possibilities, mostly family members but friends as well.) 4. Do you ever send cards? Yeah, I send New Year's cards. Yeah, I send Christmas cards. Yeah, I send midsummer cards. Yeah, I send thank-you cards. Yeah, I send birthday cards. No, I don't. 5. Do you like to talk on the phone? Yeah, I do. Yeah, sometimes. No, not so much. No, it's a hassle. 6. How long do you spend on the phone a week? I spend about ten minutes. I spend about thirty minutes. I spend about an hour. I spend about an hour and a half. I spend about four hours. I spend about seven hours. I spend about fourteen hours. I spend about twenty hours or more. 7. Who do you talk to the most? I talk to _________. (Here you can refer to the same list you made for question number three.) 8. Do you have a cell phone? Yeah, I do. No, I don't. 9. Do you have e-mail? Yeah, I do. No, I don't. 10. Who should you call or write soon? I should __________. (Refer back to the list.) | Ask and answer in pairs. | Asked and answered in pairs. | Students study/memorize their answers, exchange papers with their partner, and do Q&A. The person answering the questions may not look at their partner's or their own paper. | Once Q&A has finished. | Students should study/memorize their answers again. When ready, line up at the teacher's desk, give the teacher their paper, and teacher does Q&A with the student. | When everyone has done Q&A with the teacher. | https://docs.google.com/document/d/1AlDIEhQSudLE7SgVtGblDm5sjaywBA3Fc15ajA_ohvE/edit?usp=drivesdk | https://drive.google.com/file/d/1gHPn8L3Lg8h3YXHFCrz25STe_prTA820/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-08 | Storytelling | Lawrence | SHS2 | Speaking, Reading | EIKEN 2, GTEC speaking | OTHER | Portable whiteboards, markers, lotsa cards, powerpoint, projector | Warmer - Pictionary | Time | Group of 4. Whiteboard and stack of cards each. Round 1 - random nouns. Round 2 - random nouns + random verbs. | Explain linking words | Finish | And, because, then, so, but .... explain, use with pics | Make storyboard | Storyboard made and narrated | Split whiteboard 4 sections. Each member gets 1 story card. Draw and members guess. Make story with linking words. Present. | https://docs.google.com/document/d/1Fo8nmgPAcwcy2RQt0StwXUSLc2Qfm_WP1BAaDFPR18c/edit?usp=drivesdk | https://drive.google.com/file/d/1bSl7MGFazc5QDnthcYdeSEEdx_euLnqF/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-08 | Interview Practice | Lawrence | SHS2 | Listening, Speaking, Reading | GTEC (CBT), TEAP speaking | OTHER | Role-play cards, projector, powerpoint | Introduce theme | Shown. | GTEC(CBT), TEAP, Eiken examples | Conversational responses and follow up | Students practiced | Show examples and when to use. | Role-play speed-date | Students completed | Pair up. Pass role-play character cards per 2 column (name, age, likes, dislikes - 1 perfect match). Speed date 1 min rotate. At end point to match (should point each other) | Real speed dating | Time | Students understand speed dating. Do themselves. 45 seconds each pair. Display previous test interview questions on board to prompt use. | https://docs.google.com/document/d/1BEE1qVKgsOfoOByPff7pSXc1U1TuFZHOldeq1RmBtBU/edit?usp=drivesdk | https://drive.google.com/file/d/1Vf4EgXLdUBYHxqm2wQKX1AmuZyC2uEnk/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-10-08 | Shwa and linking | Lawrence | SHS2 | Listening, Speaking, Pronunciation, Reading | GTEC, EIKEN speaking | OTHER | Students' Chromebooks, powerpoint, projector | Introduction | Time | Ken Shimura English lesson | Siri challenge prep | Students prepped chromebooks | Show Siri challenge. Show how to use chromebook to do same. Students try. | Siri challenge - shwa words | Students fail | Present list of words ... gradually more difficult.. Students try to say to chromebook (~5 tries). 90%+ Fail. | Explain shwa | Students pass challenge | Explain shwa's importance. Practice. Retry challenge. | Explain C-C, C-V, V-V links | Students understand and spoke | Explain C-C. Examples. Students try. Repeat C-V, V-V. | GTEC 1st question samples | Students attempted. | Siri challenge if time permits. | https://docs.google.com/document/d/1qrDRFM41-q3wq-ZSyxVjJcDlFuWC7WZR3vs8pA3fSrQ/edit?usp=drivesdk | https://drive.google.com/file/d/1qiDlcih7b5_rwvNCABMVlcP091SgT7ik/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-10-05 | Travel Brochure part 3 | Mary Mccaffery | JHS3 | Listening, Reading, Writing | OTHER | Phrases and vocabulary focus was on the base of the travel brochure the students are creating. They use the example sentence structures and vocabulary used in class. The vocabulary focus is founded, capital, export, discovered. | History and Culture of countries | ipads, power point, prints, group work materials | class overview | Students listen to the class objective and learn the vocabulary goals. | A overview is given, questions are answered, materials are handed out and vocabulary is reviewed. | Travel brochure part 2 | Students complete part 2 of their travel brochure. | The points are listed as to what information is to be included. Students research the material and write in their draft brochure. | Check their work | Students complete part 2 and have their work checked before packing up their materials. | Their research is checked, all the requirements are confirmed and their materials are gathered into their photos. | https://docs.google.com/document/d/1LoRYo-dqGgh7aNf9Kyq_kjgYjYiWQYp2YRCejbBLwok/edit?usp=drivesdk | https://drive.google.com/file/d/1YD9GUdlbW7RFNEDjLWbWHA63GmhLxMCT/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-05 | Possessive Practice | Jeremy Gardener | JHS1 | Listening, Speaking | Questions: WH questions | Small cards with pictures of 5-6 everyday items on them (water, sweater, bag, ice cream, etc.). Also, A4 size pictures of the same items. Write your name and JTE's name on the back of some of them pictures. | Place the A4 pictures on the board and have students recite the names of the items. | Students can consistently recite the names of the items in English. | Introduce "Whose ~~~ is this this?" | Students understand idea of possessives. | They have had an introduction of "Whose~~~?" "だれの～～？” before my lesson. Write the question and answer on the board. Before you start the "show" have 1 or 2 of the same pictures in your pocket with your name clearly written on the back. After reciting the vocabulary, pull the picture out of your pocket and the JTE will ask "Whose bag is this?" . Turn the paper over and show your name. "It's Jeremy's bag. / It's my bag." Have the JTE do the same. Then, go to the students and take something from a student's desk. "Whose pencil bag is this?" "It's ~~~'s pencil bag." Practice this a few times. | Pass out small cards to each students (1 or 2 per student) and have them write their name (in alphabet) on the back. | Students have clearly written their names in alphabet on the cards. | Go through the rows to see that they actually do it and it is readable. | Collect all the cards and redistribute them to other students. | each student has a card with someone else's name. | students look for their card by asking "Whose bag is that?" | students find the cards with their names on them | model this by giving a "volunteer" a prep card with the name of the foreign teacher or JTE. I ask the student "Whose sweater is that?", "It is Mr. JTE's sweater.", "Okay, bye." Then the student goes to the JTE and is asked the same thing. "It is Mr. JTE's sweater." and gives him the card. At this point, the students should understand. Have them stand up and ask each other the question so that they eventually find their own card. | https://docs.google.com/document/d/1dmtK7BYA_pgWeEOfa8F1n9AUnhR_cUqXm_pwkYc0duU/edit?usp=drivesdk | https://drive.google.com/file/d/1NpapeVKxPmK_qm677nlqhAMXj9r-ElmO/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-10-05 | SHS1 Lesson 13 Passive Voice with Agent part 1 | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking, Grammar | Passive voice or active voice | Print passive voice game (1 per 4 sts), dice (1 per 4 sts) and connect 4 game (1 per pair + spares) | https://drive.google.com/open?id=1mfSUa9Emjh-jDnkX4Hu8Hp26Bk2rDav2 | https://en.islcollective.com/resources/printables/worksheets_doc_docx/board_game_-_passive_voice/passive-voice-boarg/11400 | Greet class & warm up | S have warmed up and spoken about their week | Ask S 'How have you been?' & 'What have you been doing?'. They're still getting these questions confused and benefit from practise. They should ask a friend and a few pairs should be chosen to feed back. | Remind S of the passive voice | S review the key grammar | Remind S of lesson 5 where the passive voice was studied (and in last week's lesson). Elicit a few examples of transformations from S. e.g. The boy broke the window = The window was broken by the boy. Remind S how to make negative sentences. e.g. They didn't write the letter.= The letter wasn't written by them. Nobody invited him. = He wasn't invited by anybody. | Play connect 4 in pairs to practise speaking | S practise speaking in pairs | Demo and play connect 4. S should be familiar with gameplay, but remind those who have forgotten: Ss ask and answer questions playing the classic game, Connect Four. The object of the game is to get four of your color/mark in a row vertically, horizontally, or diagonally. Ss must start at the bottom of the grid and work their way up. In order to fill in a space, all of the spaces below MUST be filled. When an S wants to fill in a space, they must ask the question written in the space and their partner must answer. Four in a row = 1 point and S should continue playing till the gris is full/there are no more possible points. Special rules: If an S doesn’t use the grammar, gives a no-effort answer, or uses Japanese, their opponent gets another turn. This should makes Ss work harder and police each other. •THE STUDENTS MUST use the passive voice, transforming the sentence written on the game board into the passive voice form when it's their turn. | If time, play the board game | S have further gained fluency speaking through playing a game | S play the board game. The sentences to transform are significantly more complex than the previous game, so they should play connect 4 first. Groups of 4 play this game, they should janken, winner goes first, use a dice to play the game, first to the center wins. | https://docs.google.com/document/d/1R6SEbcNExH73xkOf-pc0q0X1olkg4xRI6MaNvmiRFEU/edit?usp=drivesdk | https://drive.google.com/file/d/1CPitxywYFjRCwLDfIDZUMEurcJSj86rW/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-05 | SHS1 Lesson 11 2018-19 Passive voice without agent 4.1 | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | When I was worksheets, Simple Present & Past Passive Voice homework worksheets | https://drive.google.com/open?id=1ftFgoZCkkcMOt3IZje6WQvb96nxw7hpk, https://drive.google.com/open?id=1r2oOrRUDSSe_D_qsE4LURVqkC2Xd_Zyd | Greet the class | When S have asked 'How have you been?' & 'What have you been doing?' | Ask a few students 'Have you ever helped an animal?' | When S have been introduced to the day's topic | Elicit some detailed responses from students | Check new vocabulary on page 36 Time Zones 4 | S complete listening preview activities A and B on page 36 Check the answers | Introduce activity C | Elicit some responses from students | Students complete conversation C in pairs Feed back as a class | S drill language focus | S gain understanding of the target language | Students practise the language focus on page 38 | S complete the 'When I Was' activity | When pairs have used the prompts to make passive voice sentences | e.g. When I was a child, I was told to look both ways while crossing the road. Feed back as a group after S have had a short free conversation about each prompt. Give them about 15m for this activity then feed back. | S practise pronunciation | S complete pronunciation activities A and B on page 41 | If time: set and explain the present and past passive voice worksheet | When S have completed the passive voice worksheet | Distribute and demonstrate | if there is time, S practise free conversation | S talk about very early memories using the passive voice (I was taken, I was carried, I was given etc) | Time Zones 4, unit 4 | https://docs.google.com/document/d/1NK1HNpDU4uXAY9sV6ld9lVP3ZjiBJMKbJ8ZXg9-t8BQ/edit?usp=drivesdk | https://drive.google.com/file/d/1-liN4YI-DbxwYhS7gh18aEKdRm4wGHk2/view?usp=drivesdk | |||||||||||||||
| 2018-10-05 | SHS1 Lesson 12 2018-19, Unit 4.2 | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | Passive voice board game worksheets | Greet the class | S have greeted each other and teachers, some have fed back to the group 01 Notes S ask a partner 'How have you been?' & 'What have you been doing?' to practise the present perfect progressive tense | Get 2 or 3 S to feed back about themselves and a partner (so they use the first person, then the third person) | S review their understanding of the target language | S practise the language focus on page 38 | S increase fluency through playing a game | S play the passive voice game in pairs | janken win= move 2, lose= move 1 S TAKE TURNS TO PLAY, THE JANKEN DICTATES THE # OF SPACES ONLY | if there is time, when students have improved pronunciation A, B. C page 41 | pronunciation A, B. C page 41 | pronunciation A, B. C page 41 | if there is time, when students have developed accuracy Activity C page 39 | https://docs.google.com/document/d/1tX84zQgkzOPRwhdH9ZSEtryT4yC3wwTjYX9Sml6e5nY/edit?usp=drivesdk | https://drive.google.com/file/d/1aC9Qnifc-PxqodYgLWIv-wb64biHCok2/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-10-04 | Let's Chat to the Haunted House | Chris Labno | SHS1 | Speaking, Writing | Giving Directions | Conversation | Prepositions of movement | Questions and short answers | Halloween | About 20 minutes | https://drive.google.com/open?id=1Te5sxfrPG14VEHnz1epXbUaiFbsQFPht, https://drive.google.com/open?id=18K-y31p1nBzutGmj5By0RhwHTNxMAm_Y, https://drive.google.com/open?id=1wiVf64FR9l7I2fRbhh724mXn4YLdIPLd | Welcome | General Greeting and maybe a Halloween comment is made. | approximately 3 minutes | Attendance Challenge: Question is raised "Name one symbol of Halloween." | Attendance is taken and everyone has answered the quesion. | approx. 10 minutes. Response should be a complete sentence. "An example of a Halloween symbol is ..." A rule that you cannot duplicate answers may be put into effect. | Group Activity: How to get to the Haunted House | Every student completes the form. Volunteers may speak their directions. | Approx. 20 minutes. Speaking through the directions in English must be emphasized. Take care to explain that the students must put together step-by-step directions. Remind them to use the useful language provided to help them formulate sentences. (The useful language goes in order of a suggested route so students could use as a logical framework. | Pairwork: Conversation about Halloween. Students take turns answering a series of questions about Halloween. | Time expires or questions have been exhausted | Approximately 13 minutes. Students should be encouraged to use the AAA approach to responding. (Answer, Add, Ask) | 4:40 Adjourn | Class is over. | Map was created from page 51 | https://docs.google.com/document/d/1ofOeGXv6RcuHsyF_ZI276KVP61ye6jO8pFUbXk0aykQ/edit?usp=drivesdk | https://drive.google.com/file/d/1HAXRyZnJCxGxyc49NgMcKGvyfr8o1K3B/view?usp=drivesdk | |||||||||||||||||||||
| 2018-10-04 | Giving opinions with reason and support | Ivy Li | Angus Dunn | JHS3 | Listening, Speaking, Writing | OTHER | Giving reason and support for arguments | Topic questions | Revisit 'giving reason' | Students write as many reasons as they can for statements like "I study English because...". They share their reasons with their table, student with the most reasons wins. If another student has the same reason they do not receive a point. | Looking at both sides of a topic. | Students provide reasons and support for both sides (agree/disagree). As a table they must have one opinion so students with differing opinions must convince their classmates to agree with them. | Conversation practice | Students speak for 2 minutes with a partner on different topics. | https://docs.google.com/document/d/1-cnduEtc69o93D5uyHZY7Gi4glF6GcAXsmAMig6mzWA/edit?usp=drivesdk | https://drive.google.com/file/d/1d6lgzprWEl0qAfm1f0xZmrTw6YlbPtkd/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-10-04 | Giving opinions | Ivy Li | Angus Dunn | JHS3 | Listening, Speaking, Writing | OTHER | Agree and disagree | Agree and disagree questions relevant to the student. | Review answering questions that require an opinion answer. Eg. Which do you prefer, studying English or Japanese? | Students are able to give their opinion and have a conversation for 2 minutes with their partner. | Introduce new language (agree/disagree). Show students the structure on how to answer "do you agree?" by providing their opinion, reason and support | Students are given a topic and have 5-10 minutes to write down their opinion with 2 reasons and support for each reason. | Language practice | Students have a conversation with their partner for 2 minutes answers "Do you agree?" type questions. | https://docs.google.com/document/d/1ZjkrTZ67DgFQVygTuMowOhljrhlSHrLX3OS6jkbfnEI/edit?usp=drivesdk | https://drive.google.com/file/d/1q344ME8eTJRdlGla3fSH52KY6aXTT0I5/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-10-04 | SVOO and conversation practice | Ivy Li | Angus Dunn | JHS2 | Listening, Speaking, Grammar | OTHER | Subject Verb Object Object | SVOO cards | Student A flips over 'person card', student B flips over 'object card'. The first student to make a sentence wins a point. | Students use the correct verb when creating a sentence eg. I gave my brother a watch. | Continue discussion on conversation analysis of 'extra' features | Students are able to identify a reaction, comment and more information in a conversation. | Conversation practice | Students speak with a partner for 2 minutes on a topic practicing reactions, comments and more information. | https://docs.google.com/document/d/1-bC2oAQhJxHpBxfBSpwhIF77SMcu72ft7tq3tF_T-BA/edit?usp=drivesdk | https://drive.google.com/file/d/1xWkxB1gqJ6PNY79WBAWjNm8Wr-vV2LPU/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-10-04 | Gerund and natural conversation practice | Ivy Li | Angus Dunn | JHS2 | Listening, Speaking, Grammar | Gerunds | activity cards, audio conversation and transcript | (verb)ing + (noun) is (adjective), noun cards in the middle of the table, students hold adjective cards in their hand | Student make sentences using the noun card on the table. The first person to make a complete sentence using a gerund and adjective card from the hand wins a point. | Listen to a short conversation and find patterns of a natural conversation | Students are able to identify a question, answer, more information and 'extra' features in a conversation. | Conversation features | Discussion on what the 'extra' features of a conversation are. | https://docs.google.com/document/d/10WxImgbmkxPfiq-KMKzgYZfUlmW3jcau7FmNoqLcQXI/edit?usp=drivesdk | https://drive.google.com/file/d/1GMsqbp5p6-GK3_bezbgpeyUbXDaL1aj0/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-04 | Subject Bingo | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking | Numbers: Ordinal numbers | School schedules | Print out bingo sheets and bring a pair of dice for each group of 4 students, 10 minutes | https://docs.google.com/document/d/17aJeCEX08Ny1lOyNB4uHVjbovexhIXhhH3tAwAmtKks/edit?ts=5bac5848 | Individual questions | Each student can answer questions about their schedules | * All students stand up. T asks each a student about what subject they have at a particular time (e.g. What subject do you have fifth period on Tuesday?) When they answer a question, they sit down until everyone has answered once. | Fill out bingo sheets | Students can write each subject | * Pass out bingo sheets. * Write a subject on the board and have the students repeat. Then they write it somewhere on their bingo sheet. * Repeat until finished. | Play bingo | Students can understand their schedules in English | * For the first round, T is the MC, rolling two dice. One corresponds to period, and the other to the day of the week, assigned and written on the board. This should correspond to their actual schedule. T asks, What subject do you have third period on Tuesday? The students answer and mark that subject on their bingo sheet until someone gets a bingo. * Play again, but this time in groups of 4 or 5. Instead of the T, the MC rotates among the students. Continue for the rest of the class. | Pronunciation (if time) | Students can differentiate between short a and short u | * Do minimal pair exercise, where students choose the word they hear the teacher say. * Do wordsearch. | https://docs.google.com/document/d/18uCPwCrwzNped0JEra7ztvNi-O_a8X5lOAmhABZdsfA/edit?usp=drivesdk | https://drive.google.com/file/d/1_i66la39pAA1IsxoYeljYQi9y9LYqrSf/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-04 | Personal Pronouns | Ivy Li | Angus Dunn | JHS1 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | OTHER | personal pronouns | Short play script | ALT and Japanese teacher act out a short play sentence by sentence eg. He likes her. She doesn't like him. She pushes her. | Students correctly write down what they see using accurate pronouns. | Students write their own play using personal pronouns. | Students act out their play in groups of 3. Teacher chooses a student to read out their play and the teachers act it out. | In small groups, students put 5 pens each in the middle of the table. One student chooses a pen and asks their neighbour "Whose pen is this?" The neighbour answers with their best guess "It's my/your/his/her pen." | Students are able to use the correct possessive pronoun based on who they are talking to. All the pens have been returned to the correct owner. | https://docs.google.com/document/d/1WDFvSyeVeFdLEF7N5unYf1fq-e0O5zGMm3EhQj3KeyI/edit?usp=drivesdk | https://drive.google.com/file/d/1j9DwV0iH57H2lFhjgrwz8ko4PmKE1mWK/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-10-04 | Questions - Whose, Which, Who, When | Ivy Li | Angus Dunn | JHS1 | Listening, Speaking, Reading, Grammar | Questions: WH questions | Time cards, 'whose' powerpoint | Practice question and answer structure of 'when do you...?' | Students are given a time card, eg. 7am, 12pm. They must ask their partner 'when do you...?' If their partner answers with the same time as their card, they win a point. Students play this game for 2 rounds. | Practice and answer 'whose ____ is this?' | Students work in teams to guess whose glove/tail/bow etc the picture belongs to. The team to answer first wins a point. Team with the most points wins. | Practice and answer "who (verb) (noun)?" | Students ask their classmates a who question, eg. Who eats rice? Who studies English? For each 'I do', the question-er receives one point. Student with the most points wins. | Practice and answer 'which' questions | Students think of a 'Which do you like...?" question. Then walk about the classroom surveying their classmates. Then come together as a class to find the most popular item. | https://docs.google.com/document/d/15lRCVNBmFYbGkAv9znvkOY5za0LhqMqiCaOkL_Lmp9w/edit?usp=drivesdk | https://drive.google.com/file/d/14v-KVGwLH44yAjbKd1vdAmmSBN61yVrl/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-04 | Third person 's' questions and negative | Ivy Li | Angus Dunn | JHS1 | Listening, Speaking, Pronunciation, Grammar | Verb patterns | Disney character cards | Review how to make a questions. Demonstrate how to play celebrity heads. | Students play celebrity heads in a group of 4. Students will ask questions such as 'Does he/she...?' Students successfully ask and answer questions using third person. | Students create a 4-hint quiz about a teacher, including negative sentences. | Students create a quiz using the new grammar including 2 negative sentences. | Write about your family. | Students write about their family members using he/she (verb)s. They will write 6 sentences using their new grammar. | https://docs.google.com/document/d/1gFuve0U-uHCQquGf08ulM9PiF57ILWnQ6rhwYHzSvtE/edit?usp=drivesdk | https://drive.google.com/file/d/1PJlxNg33xTUWM6IRfVdaWLF7i-F3DTjC/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-04 | Third Person 's' | Ivy Li | Angus Dunn | JHS1 | Listening, Speaking, Grammar | Pronouns: Possessive pronouns | Pictures of people/animals performing basic tasks | Students make sentences based on the pictures in the slide show | Students are able to make sentences such as 'He plays tennis. She wears shoes. It flys a plane.' | In groups of 4, students take turns to say one sentence eg. 'He plays tennis.' The other students use this information to draw a picture. After each sentence, the student with the best picture wins a point. | Students are able to make up their own sentences using the third person 's' with verbs. | Make a 3-hint-quix for their partner about a teacher at school. | Students correctly use the 's' and writes 3 or more sentences about a teacher. eg. He teaches Science. etc. | https://docs.google.com/document/d/1RlPMX8ik6zlPSFe23gN8vWLJoUGCmaZ4g0cgYhkbUHA/edit?usp=drivesdk | https://drive.google.com/file/d/10k6yCxPRLP2RNNT1I5G_gFEehbGkAjF2/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-04 | Eiken Practice & Infinitives | Mary McCafferyy | SHS1 | Speaking, Writing | Infinitive structures | prints for all activities | warm up quiz | Complete when students answer the questions in the allotted time | Quizzes are based on previous lesson materials | Infinitive practice | Students create examples of sentences with infinitives with their partner. | Students are given a worksheet. They listen to examples and the structure review. They are given a couple minutes of thinking time. Then they work with a partner and share their ideas. | Infinitive practice round two | Students share their ideas with class. | The class as a whole shares their ideas and other examples are explained for the students that had questions. | Eiken interview over view | Students listen to information about their upcoming eiken interview and confirm they understand. | An overview of the eiken interview is given. The teacher goes over the rules and gives practice sheets to the students. | Eiken interview practice | Students practice possible questions for the upcoming interview with a partner. | Students are given practice sheets to work on with a partner. They work on making sentences describing pictures as well as answer simple opinion questions. Any questions are answered and help is given to students that need help. | https://docs.google.com/document/d/1BY6IssK7Wu5MBW64rJF5HP83bV2N2b080CWxZTzwia0/edit?usp=drivesdk | https://drive.google.com/file/d/1iEalto2PCW4q_8X6wax5B_C4R4JSqFaG/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-10-03 | News - Potato Harvest | Kevin Warzala | SHS1, SHS2, SHS3 | Reading, Vocab | OTHER | News Article | https://drive.google.com/open?id=1UwaJdOKQI9PxcmVtOxdv8YfgzStT2Snc | Introduce New Vocab | Ss can correctly translate or describe the words | Reading | Ss can fill in the blanks for the vocabulary within the context of the article | Questions | Ss can correctly answer the vocabulary questions about Japan | https://docs.google.com/document/d/19yzXs550bBoNsgO4ClkUxOUeNBPFaDQEJYXIXBjO3ic/edit?usp=drivesdk | https://drive.google.com/file/d/1_OkbJHBZ_SyvGQz7xMfgPoJvgxf2uOUU/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-03 | My Hero | Kevin Warzala | JHS2 | Speaking, Writing | OTHER | Notes from previous lessons | https://drive.google.com/open?id=1aIOQ6jJzuM246WGIf3Lvp3sAQ4QSRE0b, https://drive.google.com/open?id=1PwoppJvJkSLIRJjYiZosb0mRVStjaCaS, https://drive.google.com/open?id=1M3II_XqxFMVx-626UWHIUGRzAksjj4S7, https://drive.google.com/open?id=1gzBOjGUp09s8PLefCVs_1M2O81vd_Bm4, https://drive.google.com/open?id=1dwUbq1yzHJG3_yeb9YqEc2DNDABSjeu0 | Review Vocab | Ss correctly recall the jobs, favorites and adjectives from the previous lessons | Preparation | Ss can correctly write down 6-7 sentences about their favorite peson | Presentations | Ss can share their short speeches with the class | https://docs.google.com/document/d/1gWFc1Lr6jrY9XRdxROiqVrgizOgUiJnxQF2LvUq40y0/edit?usp=drivesdk | https://drive.google.com/file/d/1y44cWDYvy7IYO-_DmjBp7CnCEVl8bsMO/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-03 | Shopping Review | Kevin Warzala | JHS1 | Listening, Speaking, Grammar | There is / there are / there was / there were / there will be, etc. | Paper money, paper clothes | https://drive.google.com/open?id=1JPhB3DXYEngb-FXzjLG9yLVwbJBAo9uN, https://drive.google.com/open?id=1Edk3EY0zdXtRA4QZUQMOIEJwPVPfFEc0, https://drive.google.com/open?id=1k43iMZo31brf9xW9JxpnbbBwygE16L4d, https://drive.google.com/open?id=1B21AtNngjp2_ge98Vs4RV3plVFKDTt1d, https://drive.google.com/open?id=1bZlFO-TwXr2imNMAfUrU6Tv-hqLqZoZA | Review - Numbers, Colors, Clothes | Ss can correctly recall vocab previously learned over the past three lessons | Preparation | Ss can correctly state the conversation for the lesson | Game | Ss can speak with their classmates using the dialogue | https://docs.google.com/document/d/1FvbqerQiQtPEfhkObizAUujZR0mK5hZxnAbgMeMpaqY/edit?usp=drivesdk | https://drive.google.com/file/d/1FYp0FT4Fk0iZITCnMi8C1T5gR9yS8zTd/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-03 | Presentations - Introductions and Openings | Kevin Warzala | SHS3 | Listening | OTHER | TED Talk Videos | https://drive.google.com/open?id=1qK2kaYX4hXJUaS8avBqb1R2RZIB4RXJp, https://drive.google.com/open?id=1DaOkax_UV06zjz80FTQ66h8cPfrqiiky, https://drive.google.com/open?id=1U2idT_3OQIdIt2MiwAeXyEiwOxJA1xed, https://drive.google.com/open?id=14eaSGXBpLHKmhCu2O3hnHV826bCYFom- | Review Presentation Vocab | Ss remember the six different types of opening | Review Introductions | Ss can correct recall the three main goals of an introduction | Viewing TED Talks | Ss can identify the opening, topic and main points of the introductions in the videos | https://docs.google.com/document/d/1SRi1bT2jpgIzfawxrp8dplKhWuoIVw5tSWQgNMWf4uw/edit?usp=drivesdk | https://drive.google.com/file/d/1WmzxSLPH1f5iOJe5oWrP8c1AYHdVR489/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-10-03 | When Did It Happen: Part 2 | Stuart Dalziel | JHS3 | Speaking, Grammar | Past simple tense | Cutting up and collating strips, printing A3 board games. | https://drive.google.com/open?id=1Ot9DqjmWzjhSDN3vznP6xUszhUIz5c7r, https://drive.google.com/open?id=1ktEFb8yZadkopI7iUSEdTmaqAYfnwxjS, https://drive.google.com/open?id=1T9IwOMLtjgtDO_e2lLQehCCsbv0PPRAw | DIALOGUE DRILLAfter a quick greeting and recap of last week’s lesson, students practice the dialogue on P68 in pairs, alternating roles. Then choral drill as a whole group, using the substitute phrases and swapping roles. | Each dialogue drilled several times with alternative phrases | IN VS ONStudents are given the in VS on strips and have to sort them into the correct pairs as groups of 4. Answers checked as group. | All answers checked, after several groups having completed the activity | AGO, FROM / TO AND FORMeaning and form for these other time prepositions presented at front of class. P.69 set as individual work. Check as group. | Answers checked, as well as comprehension | GONE IN 30 SECONDSStudents divide into teams of 4. The Gone in 30 Seconds board game is distributed to each team. Using a dice or janken, the students take turns to move around the board, answering each question with a past simple sentence which includes a time indicator where appropriate. | Play until all students have reached the finish or time is up, whichever comes first. | TIMEZONES PAGES: 68-69, Unit 7 | https://docs.google.com/document/d/14HhSwDUpRNvpcyGWcg66Lhwu60XKgG85gyDLxiSQ9lM/edit?usp=drivesdk | https://drive.google.com/file/d/1_2ZtSYZmmkpr6kJ7G_qnGJqXotc0cFMH/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-03 | Book Reports | Mary McCaffery | SHS2 | Speaking, Writing | NONE | book reports | copies of first draft and final draft prints, timer | overview | Students listen to the overview of the day and take out their work. | Students ask any questions about the book reports and listen to outline of what is to be written and when it is due. Student bring out their first draft prints to be checked. They also confirm their book title and author with the teacher. | book report writing | Students finish writing their first draft and start their final draft. | Students have their drafts checked by one of the teachers and then receive the final draft print to rewrite. They make sure to cover all the criteria from the book report outline given. | Interval mini presentations | Students are called on to give a brief presentation on their book. | Every five minutes, the timer will go off. A students is chosen to give a short overview of their book and why they chose it. This keeps them on task and focused to be ready in case they are called on to report. | https://docs.google.com/document/d/1xdflt6UV11V6PjLSBBRoo5dlX853RJpOLLcc0j8nkdk/edit?usp=drivesdk | https://drive.google.com/file/d/1ZcsojaSb7ca1rc765nS3-g2lyvACO-j9/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-02 | Discussion 2 | Brandon Lindsay | SHS1 | Listening, Speaking, Reading | Modals | Familiarize yourself with the reading, 5 minutes | Reading | Students have a good grasp of pronunciation of the selected reading | * Do shadowing for the selected pages, correcting pronunciation whenever necessary. | Listening | Students have practiced listening skills | * Read the script or play the CD and have students select the best answer. Check the answers and explain if necessary. | Discussion | All students have presented | * Give additional time to write discussion responses. * Have all students present. | Crown, p 50-53 | https://docs.google.com/document/d/1Er5y_ixd7XNXqXsOWxQL_TlD8WJ5rP98AM_L3sVRb-A/edit?usp=drivesdk | https://drive.google.com/file/d/1LNKMQqjIaUJGTCJy5tnQBU8J4sUQQHQo/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-10-02 | SHS1 Lesson 14 Passive Voice | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | Excuses Excuses sheets and listening quiz audio and papers | https://drive.google.com/open?id=19p2ifM8WVXCGOWLXnYmULmszJdbRUXXuN4h-V91mA_Y, https://drive.google.com/open?id=14LVjEOblmj5rwpEoEif5UC2bbOtlKqX6v9TK31nfEVU, https://drive.google.com/open?id=1yzb_hViCAo2Kn3SmF5SQVdx7YhUDV1wO | Greet class & warm up | S have warmed up and spoken about their week | Ask S 'How have you been?' & 'What have you been doing?'. They're still getting these questions confused and benefit from practise. They should ask a friend and a few pairs should be chosen to feed back. | Do a listening quiz | When students have completed a short listening quiz | Use the attached audio (NOT TIME ZONES) and the attached quiz sheet, play the audio twice then get S to grade their friend's paper. | Students gain fluency through a speaking game | Studens have gained fluency speaking the target language | Play a role playing game. S make groups of 4. Students janken, the winner takes the first problem and play moves to the left. The player changes the sentence to a first person passive voice sentnece, e.g. Somebody broke your favourite vase >>>> A: "My favourite vase was broken by someone!" They then ask the 3 players "Did you do it?" and they need to 1)make an excuse using the passive voice and 2) say why: B: I didn't do it. It was broken by a cat which was playing. C: I didn't do it. It was broken by Kenji because he doesn't like you. D: I didn't do it. It was broken by your brother, but he is too scared to tell you. Student A then says "I believe you -!", the most plausible excuse giver gets one point. Problems: Somebody broke your school chair. Somebody let your pet bird escape from the window. Somebody spilt cola on your bed. Somebody used your makeup/shaving kit. Somebody searched through your school bag. Somebody stole your favorite pen. Somebody hacked your computer. Somebody put jelly in your desk. Somebody wrote in your textbook with a marker pen. Somebody sent you a fake love letter. Somebody smashed your smartphone screen. Somebody took your umbrella. Somebody uploaded video of you singing in your bedroom to the Internet. Somebody drew a beard on your face while you were sleeping. Somebody ate your birthday cake before the party. Somebody spilt food on your school chair at lunch time and didn't clean it. | If time ask students to use free conversation | When S have spoken freely in small groups | S should speak in their game groups of 4 about a time when they made an excuse/heard an excuse to cover something up. They should try to use the passive voice where appropriate in their story. | https://docs.google.com/document/d/1wQXbt_jqMSeMcSkzPRwUyD7k51SochiCNCAfzK57Gy8/edit?usp=drivesdk | https://drive.google.com/file/d/12c4HGCGzBi-QHBYHJ6CLO5ji_OwUu3kj/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-10-02 | Superlatives | Brandon Lindsay | Jason Packman | JHS2 | Grammar | Comparison: Superlative adjectives and structures | Think of example sentences using the grammar, 10 minutes | https://docs.google.com/document/d/17aJeCEX08Ny1lOyNB4uHVjbovexhIXhhH3tAwAmtKks/edit?ts=5bac5848 | Introduce superlatives | Students understand the concept of superlatives | * Show the concept by drawing three tall objects (e.g. mountains) and elicit which is the tallest. Then elicit what the tallest mountain in Japan or in the world. Use other examples if necessary. | Dictation and pair activity | Students can come up with a question | * T asks five questions, which the students write down. Check the answers. * Students then write their own question. * Put students into pairs and have students ask and answer each other's questions. Then students change partners. * When finished, have each student ask the T the question for checking. | Pronunciation | Students can distinguish short a and short u | * Pass out worksheets. * Stress differences between a and u. * Do listening activity. * Do a wordsearch. | https://docs.google.com/document/d/1liZvIKxknGafdmL-XlXgjri_DkMz_etddhGc43y96ps/edit?usp=drivesdk | https://drive.google.com/file/d/1UlnNS5o3yepFzwRJeqfJhyw0Qokpi1eI/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-10-02 | JHS1 Lesson 12 - Present Progressive 2 (Review) | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation | Present perfect continuous (progressive) tense | Participles: Present participle (e.g. DOING) | Create Charades cards and put them into envelopes. | https://drive.google.com/open?id=1KinfOqDmQltgxbXTceItf9Z2w9loh3crAZ0k9Ow5xPg | Greet the class. Give a brief recap on the Present Progressive using picture cards or pictures drawn on the blackboard. Ask the students what they can see, eg - he is WALKING his dog. she is PLAYING badminton. | Students can use the '-ing' form of a verb. | If time permits, some students can be selected to draw on the board and the rest of the class can guess what is happening in the picture using the taught structure. | Conversation Practice Recap. As this is a review lesson, we can go back over the previously taught conversation piece. This time, we should allow the students to attempt the dialogue with minimum teacher assistance (we will model the conversation only once and then allow the students to listen and repeat). Once the students have attempted the dialogue with a partner, some of them can present the dialogue to the rest of the class. | Students have completed the dialogue task. | Indentify typical mistakes when using '-ing', such as 'I am playing swimming' etc. Display other examples to reinforce understanding. | Critical Thinking exercise. Tackle the questions on page 110. The answers tie in with the Charades game. | Students have correctly answered the questions. | Model the Charades game with the JTE. This time, we will give them a chance to create their own actions using their own sentences. This will provide more of a challenge for the other teams. The JTE should explain this in native tongue in case they don't understand the instructions. | Students understand the game and how to gain points for their team. | The game is based on the charades game played in the previous semester, but this time they can create their own action cards. The class will be divided into four teams and each team will take turns to act out what is written on the action card. The first team to correctly answer the question using a full sentence will be awarded one point. | Students play the Charades game. | As many students as possible have had the opportunity to act out the actions at least once. | The game can be continued for as long as time allows. To create variation, extra points can be awarded for using the unique action cards that the students have created. | Page 110 Review | https://docs.google.com/document/d/1OdLC8aTs3ayJPw5f6N0B8jMVemahqUePahRCI5hdn48/edit?usp=drivesdk | https://drive.google.com/file/d/1Rd-HZ0sOTNMafaMh7V1sSnDGgC7LqT3F/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-10-01 | Travel Brochure Overview | Mary McCaffery | JHS3 | Speaking, Writing | OTHER | Each page of the brochure has vocabulary the students will use in their projects. Each lesson focuses on that page`s vocabulary and sentence structure. Today`s words include - climate, located, population, language. | travel brochures | ipads, power point, group folders and prints. | warm up quiz | Students listen to a short passage and answer the questions. | Overview of today`s lesson | Students confirm they understand today`s goal. | Students listen to a review of the project and today`s goal list. Any questions are answered. | First page of brochure is worked on. | Students complete the first page of their country`s brochure. | Students get into their assigned groups and use the ipads to research the first page of their brochure. They write down all the information in English and make sure to use today`s vocabulary. They confirm with the teacher that they complete the task. | Preview presentations | Groups that finished first give a quick overview of the information they found and present to the class. | Students that work hard and finish the day`s task are able to present for more practice. Groups that excel during these lessons will receive bonus participation. | https://docs.google.com/document/d/1DcJTdpe0dIM_NoWagDd74RI4XNy35OkMqz1OubNjbQ8/edit?usp=drivesdk | https://drive.google.com/file/d/1yaoR7CAYDWAwLIKr93uhEptu-bCVmf2e/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-10-01 | Discussion | Mary McCaffery | SHS2 | Speaking | NONE | presentation feedback prints, new project prints | warm up quiz | Students have a quiz based on a short listening activity. | Listen to the short news article and answer the questions. | presentation feedback | Students have a discussion based on their comments and questions to each other`s presentations. | Prints are handed back with questions the students wrote for each of the other presentation groups. The class has an overall discussion using those questions to ask and answer each other about their presentations. | Book Report project introductions | The next project is described and books are chosen by the students. | The overview of the project is outlined and students start brain storming what books they will choose and what kind of information they will discuss. | https://docs.google.com/document/d/1bQOqw5buRlSEWY-MDxIsd0v9lMg2lc45CHdnvQokgH4/edit?usp=drivesdk | https://drive.google.com/file/d/12mS8EoUOendkIatu84uXAeX48cWUAG50/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-10-01 | Card Games | Brandon Lindsay | JHS1 | Speaking | Questions: Yes or No questions | Card games | Bring around 4 decks of cards | Explain Go Fish | Students grasp the basics of the game | * Introduce card names, particularly ace, jack, queen, king. * T explains the rules and goals of Go Fish. Main points: everyone gets 7 cards in the beginning, one by one people ask specific people for a specific card, and if they don't get it, they have to draw a card. * Explain the goal: to get as many pairs as possible. Game ends when one person has no more cards. * Language to use: [Name], do you have a ten? Here you are. Sorry, go fish. | Play the game | Kids are able to play the game without teacher oversight | * Break the class into groups of 4 or 5, depending on how many decks you have (no more than 6, or else the deck runs out too quickly). * Have them play the game. | Play another game (if time allows) | Students can learn another game | * If it drags on, introduce another game that uses basic English, like 21 (e.g. "Hit me."). | https://docs.google.com/document/d/1pECMvr3V8EzJvbBoFl2O9qmPAgX0OqrdRIZxkQadcr4/edit?usp=drivesdk | https://drive.google.com/file/d/14baMEHI0HmKQ1PKGoLaTDdRN6tk4vy8-/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-28 | JHS2 Lesson 15 - Subordinate Clauses 2 | Andy Hughes | Jennifer Willett | JHS2 | Speaking, Pronunciation | Subordinate (dependent) clauses | Conjunctions | Print off the Grammar Bingo game. Put the sentences in the envelopes to prepare the game. | https://drive.google.com/open?id=1mkg9YZhiVQYDgXQPC79Miz6LUV6qDZBJ | Greet the class and recap on the structures taught in the previous lesson. | Students have warmed up and demonstrated understanding of the previous lesson. | Review the grammar - when, if, because, though. Demonstrate examples using each and rectify any common mistakes. | The students have refreshed their understanding of the grammar. | Demonstrate the Grammar Bingo game. | Students understand how to play the game. Rules are below. | Get students into groups of 5 or 6 •Draw a grid in chalk like this: •Put one envelope in each of the 16 spots, use the magnets. •Give each team one set of yellow cards (‘who/whom/which/whose/where) and one bingo grid •Get the team to choose one ‘runner’, everybody else MUST say seated throughout for safety reasons, get the students to clear any obstacles like bags and flasks from the floor so the runners won’t trip. •Demo the game •Play the game: - the runners all run to the board and grab an envelope, then return to their group. •They arrange the sentence and insert the correct word from their yellow card set to complete the sentence. •They raise their hands and a teacher checks, the students must read the sentence together, if they don’t get it right or don’t speak then they must re-do it, walk away and help another team. If they get it right they can cross the number contained within the envelope off of their bingo grid and return the envelope to the board, taking another and repeating the process until they have bingo. •The JTE should be checking half the class, you should be checking the other half, if there are about 8 teams of 5/6 students it’s manageable, but if you make the groups smaller and have 11 teams of 4 playing, then you’ll run into trouble. • •Watch out for: •Noise levels •Open windows mean a breeze can send all the cards flying •Stress that students must check they have all the cards when they return them to the envelope, otherwise the game becomes impossible to play. •Students mustn’t peek into the envelopes on the blackboard to get the number they want, they should be taking them blind and returning them to the same place on the board, which adds an element of chance, allowing weaker students to have a shot at winning the game. | Students play the Grammar Bingo game. | One team has won the game, or continue until there is a blackout on the grid if they finish quickly. | Play Criss Cross with the taught structures. | Students create their own sentences. | Eg - Bobby the Cat laughed BECAUSE Harry had chocolate sauce all around his mouth. Casper walked slowly EVEN THOUGH he was late for work. | https://docs.google.com/document/d/1wpvI0FMp6Hc4JQsalPbvPJUpiwiTvMs-y3zm4xx44L0/edit?usp=drivesdk | https://drive.google.com/file/d/1TEVwCADC7V_snXwNLSA3hmdMGxONfS-k/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-09-28 | Shopping 2 | Brandon Lindsay | JHS1 | Speaking, Pronunciation, Grammar | Questions: WH questions | Review text page, 5 minutes | Reading | Students understand how to use the language in the conversation | * Demonstrate and explain the meaning of the conversation, checking for understanding and eliciting translation from students. * Go through other examples at the bottom of the page to show how to use the grammar. * Do shadowing, then assign a role to the class while taking the other one to roleplay, then switch. * Assign partners and have students perform the roleplay with each other. | Create an original version | Students can create their own version of the conversation | * Demonstrate an original version, changing some of the particulars of the conversation. * Pairs then write their own version of the conversation. | Presentation | Students can remember the structure | * Students practice and memorize their original conversation. * Each pair then performs their conversations in front of the class. | New Crown, p. 81 | https://docs.google.com/document/d/1fiPys1-KJoMNbn_NkVbbP2T8-96gq9bx7oWunyWG_i4/edit?usp=drivesdk | https://drive.google.com/file/d/1ZdXNuHjn3GziOaZSe6ZhJ5EsKps9Bxvx/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-27 | Class schedule | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking, Grammar | Numbers: Ordinal numbers | Nouns | Print out the worksheets and familiarize yourself with the school schedule, 10 minutes | https://docs.google.com/document/d/15euoYBK3PTg_Kr-kI6plIiJyLSo61RtngnJDdkBwl8s/edit?ts=5ba9deae | Class schedule | Kids can say the subject names in English | * Draw a weekly schedule on the board, eliciting days of the week and the periods using ordinal numbers. Have students draw it in their notebooks. * Elicit all classes, possibly starting with the current English class. | Telephone game | Kids can listen and repeat the language about schedules. | * Break the class into teams. Draw a blank schedule on the board for each team. * Teams line up. Teacher tells one student from each team a sentence. They whisper the sentence to a teammate until the final teammate hears it and writes it on their schedule. * The first team to write it correctly gets a point. | Pronunciation | Students can differentiate V and B sounds | * Pass out the handouts. Demonstrate mouth positioning for each sound and encourage students to practice it. * Explain the expectations for the listening quiz. Teacher says one word of a pair, and students circle what they hear. Demonstrate one time on the board. Perform the activity. * Kids then find the words in a word search. | https://docs.google.com/document/d/1zonKi6Qt7KNKAhkEgjyyyJ6URXS-GvgdbhhtSxKuW_w/edit?usp=drivesdk | https://drive.google.com/file/d/1uvMnMeBsg48PLvdI-Qoi1-Zik5Bj9k_Y/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-09-27 | When Did It Happen (Part 1) | Stuart Dalziel | JHS3 | Speaking, Writing, Grammar | Past simple tense | Life stories and historical events | Cue CD, print answer sheets. | https://drive.google.com/open?id=1dRUsfqjkbRT6qZTAl2L8gA8s8ypME0xL, https://drive.google.com/open?id=1_6quyfAS2zFHPrxbOtRBvLhjx1GvPEPt | In pairs students ask each other what they did over the weekend, answering in past simple.Students then asked the trickier question of what did they during 2015. Same activity attempted. Students informed that today’s focus is talking about past events. | A couple of pairs have demo'd | Listening on P.67 ABC completed (allow students the opportunity to match some answers before playing if they know them.) | Answers checked as a group | Teacher draws a very rough timeline of their life on the board, with a few key events noted, and they years in which they occurred. Students are then encouraged to do the same for themselves in their notebooks.The information is then used to relay ones “life story” to a partner, converting the notes into full spoken sentences (teacher can model this with their own timeline). | Perhaps one or two model students can then give a short presentation about themselves to the whole class. | TRIVIA QUIZStudents divide into teams of 4. Each team given one blank answer sheet.Teacher reads out past simple questions from sheet and students write their answers onto their paper. Teamates are encouraged to discuss their answer among themselves, so long as they do so quietly and in English.After all questions have been given papers are swapped between teams for marking. Answers are then fed back to the group. Once papers have been marked they are given back to the respective teams and a winner is determined. | Winner has been determined. | Timezones 3 (Unit 7, P.67) | https://docs.google.com/document/d/1P9QPUlQucbH7tvZz-6VFsy2Pz5GcGaJVwMREsInokMc/edit?usp=drivesdk | https://drive.google.com/file/d/18pu7xivkpN1EnfHuGcVmUhoWopfzvgip/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-09-27 | By Whom? | Mary McCaffery | SHS1 | Speaking | Passive voice or active voice | activity print | presentations | Students present their story to the class. | Remaining students finish presenting their story from last week`s lesson. | By Whom? activity print | Students work on a print with the teacher and their classmates. | The students practice using passive voice, by making sentences such as `Botchan was written by Natsume Soseki.` There are 6 pictures, verbs and people that are matched and then sentences are created. Teacher goes through an example and helps them through the first sentence. Then students work in pairs creating sentences for the remaining pictures. Then those sentences are practiced as a class. | When was the Statue of Liberty presented? print | Students work on a print about passive voice. | There is a print with questions in passive voice and corresponding pictures. Students work with a partner asking and answering the questions on the print. Student give example answers to the class after pair work is done. Various examples are given on how to answer the questions. (Ex. - What were you given on your birthday? I was given...`) | https://docs.google.com/document/d/1OC7SPSmiIn62vEDo49oFJw1iL2o7D1v5Q00ZcqvraJI/edit?usp=drivesdk | https://drive.google.com/file/d/1XNiT8GQId66OS-FP_renxtsO0lLxopwd/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-09-26 | School Uniforms | Brandon Lindsay | SHS1 | Listening, Reading, Writing | Modals | Prepare an example speech, 2 minutes | Reading | Students are familiar with pronunciation | * Review sections one and two through shadowing. | Listening | Students can understand spoken English | * Read or play the script. Students listen and choose the correct answers. * Go over supplementary pronunciation section. | Writing | Students have written a short speech | * Give students the topic question: Should students wear a uniform or casual clothes to school? * Give an example speech. * Students write down their answer and at least two reasons. * Tell students that they will give their speeches next week. | Crown, Lesson 4, parts 1 and 2; Listening Laboratory Unit 9 | https://docs.google.com/document/d/1y-T66UXrli6s7KuKlzy46d4HPyR1NOgf6YbdBV9Z5T0/edit?usp=drivesdk | https://drive.google.com/file/d/1v1ohh3Cu6JPhMZX4n-88WRbY6fKkv74D/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-25 | Comparatives | Brandon Lindsay | Jason Packman | JHS2 | Listening, Pronunciation | Comparison: Comparative adjectives and structures | Write comparative questions for the quiz, 5 minutes | https://drive.google.com/file/d/1rVt6fwbOCVCKd0DLlqa22eLGofrvBZnO/view?usp=drivesdk | Introduce comparatives | Students grasp the concept of comparatives | * Draw pictures on the board of examples that are clearly different in one way (e.g., one mountain taller that the other). Ask the students to ID the tall one. Then use that to introduce how to compare the two (e.g. This one is taller than that one, Mountain A is taller than Mountain B). Use several examples. * Separate comparitives into different categories on the board and drill them (-er words, more - words, irregular words). | Dictation and pair activity | Students can come up with their own question | * T says 5 questions, that the students write down in their notebooks. * Students then write their own question. * T puts students into pairs and they ask their partner their original question. After a set time, change partners. * When finished, have each student ask the T their original question for checking. | Pronunciation | Students can distinguish between B and V | * Pass out minimal pairs worksheet. * Stress differences between B and V. * Do minimal pairs listening quiz. * Do a wordsearch with the same words. | https://docs.google.com/document/d/1yxKotRNvL2p0PnXsXmUK8c4JuK0oZq5Se5AScMiGFzs/edit?usp=drivesdk | https://drive.google.com/file/d/1fl4bLZjUJI9JllGzQcCaLIyUp-C_WWTu/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-09-25 | Immersion lesson | Mary McCaffery | Megan Danner | SHS2 | Listening, Speaking | CAN | The class is centered on immersion activities with a group of Australian students here for a visit. There is a group of students joining the school activities for a week. | 2 activity prints, listening MP3, computer | warm up - name tags | Students make name plates. | Students receive a paper with their names written on it. They fold the paper to form a name plate and place it on their desk so all the students can see. | board of abilities round 1 | Students make predictions of who can do certain actions and write their name under that action on their print. | Each student receives a bingo board with various actions. They predict who can do those actions and write a student`t name in that box. Then students are called on to tell the class their predictions (`I think student A can say hello in five languages.`) The student named then answers yes or no to that prediction. | board of abilities round 2 | Using the same print from action 1, students walk around and ask students if they can do those activities. The students try to get bingo on their print in the time allotted. | Students are encouraged to interact with the visiting Australian students. They are asked to speak to as many classmates as possible during the time limit. They have to ask `Can you... (do a task?)` and the students replies yes or no. | Listening scavenger hunt | Students listen to different bits of footage and answer the questions on the print. | The listening MP3 is a mix of news, nature programs, interviews, commercials, and sports games. The students answer questions about interesting facts they learned, what kind of accents they heard, what topics were discussed, and so. They work in small groups with one Australian student per group to assist with the listening. Groups present their answers to the class. | https://docs.google.com/document/d/1eoAhTdcO9lo77uYQ6gEo_Z6tmuj-VQ5m8OBjulwR3sE/edit?usp=drivesdk | https://drive.google.com/file/d/15nO-u4nNbdBCeWvs8lmu9_zt_FyNXome/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-09-21 | Study Abroad Presentations | Mary McCaffery | SHS2 | Speaking | NONE | Students bring their presentations materials. Teacher has a grading sheet. | prep time | Complete when students use their allotted time to get ready to present | Teacher gives students about 5 minutes to gather their visual aids and get ready to present. | presentations | Complete when students have given their presentations | Students give their themed presentation about their study abroad experience in pairs. They are graded on the different criteria asked for by the teacher. (Presentations were video taped for the school festival as a special feature for the parents.) | Comment and Feedback | Complete when students have finished the print about the other group presentations | During the presentations, the students that are listening write comments and questions to ask the different pairs about the presentations they heard. The question and feedback prints will be used in another class. | https://docs.google.com/document/d/1LOeztwie5Wg3BCyp8tWiPcSrAFDsq7lvLdPH1-2ZuJI/edit?usp=drivesdk | https://drive.google.com/file/d/1DbH9MvzFUW4SctX88tFo41hjO59oSbjj/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-09-21 | Jobs | Kevin Warzala | JHS2 | Listening, Speaking | Nouns | Vocab list, Quiz | https://drive.google.com/open?id=1ImSC0mg7ueU2H7CcZ2LHQdoW-QACpZvH, https://drive.google.com/open?id=1WF_I7WXCltnybWE_mfRyFkGoVWJwE1f2, https://drive.google.com/open?id=1xQXMAkVT2dCBgIx0mdWZeG2oIBWdfH_8 | Introduce vocab | Ss should be able to distinguish between various jobs | Communication | Ss should be able to ask and answer about their future wishes for a job | Quiz | Ss will be able to hear and distinguish different types of jobs | https://docs.google.com/document/d/1hhrHZcXHwA3eyhGj2wXtJBH-fEVqJmIUrIdMCqnNAEE/edit?usp=drivesdk | https://drive.google.com/file/d/18cd3pyxMIZL8yIvFlFekPXCXl3n82FFG/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-09-21 | JHS1 Lesson 11 - Can you...? | Andy Hughes | JHS1 | Speaking, Pronunciation, Writing | CAN | Questions (interrogative) | Prepare Interview Worksheet (one per student) | https://drive.google.com/open?id=1StiHLitDufMuhlXyJI1430bO51qA0300LkK9qyMCuvI | Greet students and recap the previous lesson briefly. Pick a few students at random and ask a few interrogative questions - "Can you...?" | Students are warmed up and have answered some questions. | "Can you play soccer?" Etc. | Model the question and answer structure with JTE. | Students have learnt how to talk about what a friend can do. | Ask the JTE some questions and write the structure on the blackboard. ”Mr Smith can play the guitar." | Recap the dialogue on page 94-95 in New Treasure. | Students have listened and repeated the dialogue and have polished up their understanding of the structure. | This is a review lesson so it is important that the students completely understand how to ask and answer the questions. | Post-Reading Exercise | Students have answered questions based on the previous dialogue exercise. | Model 'What can you do?' Worksheet | The worksheet is completed on the blackboard with the JTE. | Students move around the classroom with the worksheet and interview their friends. | Students have completed their worksheets by asking and answering questions. | Students must pick two other students to ask questions to. They must be given ample time to fully complete each question as they will present their answers in front of the class. | Interview challenge. Randomly selected students will stand in front of the class and answer questions asked by the rest of the students. They will also learn how to give information about what their friends can do as well as themselves. | In the previous stage, write some hints on the board for their original answers eg - sports, videogames, other activities that they can use. The question and answer format will be modeled once by the NET and JTE and then the students will have their turn. | https://docs.google.com/document/d/1iBQNtnPMz5KgbkQLzvA-5Jedfyzw0f_D4R4XAuilMEs/edit?usp=drivesdk | https://drive.google.com/file/d/1qwGaqk74LT0qhFESyqk-Y8TRlded3fG1/view?usp=drivesdk | |||||||||||||||||||||
| 2018-09-21 | Clothing | Kevin Warzala | JHS1 | Listening, Speaking | Present continuous (progressive) tense | Worksheet/Quiz | https://drive.google.com/open?id=1fKxoyAwHswNkkmwWGsIN_zffAgkQjxzY, https://drive.google.com/open?id=1RzHwPkzMxtYpZV1g_0TxpACj-c_rjL0h, https://drive.google.com/open?id=1MEfkkeMc_oj5sMlLA66uB0TSEkFkS4gA | Introduce Clothing Vocab | Ss can correctly use the vocabulary to describe their clothes and can note the difference between Japanese and English pronunciation | Worksheet | Ss can hear specific clothing words | Quiz | Ss should fully understanding the meaning of sentences describing what someone is wearing | https://docs.google.com/document/d/1ARkguvH_HznZ4pwXwJEofWnulQ2Dg5V-BCRHSIJ9Fy8/edit?usp=drivesdk | https://drive.google.com/file/d/1nGocRxVAgWzHcXEXkIOUvIg3AZX07IqD/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-09-20 | Dates and holidays | Brandon Lindsay | Jason Packman | JHS1 | Speaking, Pronunciation | Numbers: Ordinal numbers | Nouns | Cut up cards with dates for each student, 10 minutes | https://drive.google.com/open?id=1cV2Ri17pwws-lbZgfRXAAGe9Av2Z-X1o | Review months | Students can recall months | * Write 1 to 12 on the board and elicit months from the students. | Teach ordinal numbers | Students can say ordinal numbers | * Using calendar, elicit dates (December 8th). Stress differences between ordinals and regulars and specify that they are used for dates. * Introduce each class of ordinal number (e.g., grouping by -st, -rd, etc.) * Have each student say a number in order, and if they make a mistake, start over. | Line game | Students can use ordinal numbers in speech | * Introduce holidays. * Hand each student a paper with a different holiday and date. They then have to arrange themselves in order using the following structure: When is your holiday? It's on May 4th. * When finished, ask each student the question. | Quiz game | Students are more comfortable using ordinals | * Make groups of 4 or 5. They make lines. Only the front person can answer. * Teacher asks a question (When is Christmas?) The first student to raise their hand and answer correctly gets a point. * Then those people go to the back of the line. | https://docs.google.com/document/d/15LMiS6rdssHuzKINu-_wENmbpUoFMQ1ATCJSPZCYE4Q/edit?usp=drivesdk | https://drive.google.com/file/d/1rVt6fwbOCVCKd0DLlqa22eLGofrvBZnO/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-09-20 | Where is the gym? | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking, Grammar | Prepositions of place | Nouns | School festival/sports | Have a written/printed copy of the dialog, 5 minutes | Shiritori | Students have a list of nouns to use in the dialog | * Brainstorm words for three categories: sports, places at school, prepositions. * Demonstrate how each team will send a member up to write one of the three words, depending on the order. For example, first member writes a sport. Second, writes a place. * Explain that they have to write as many words as possible within a time limit. Doubled words are not counted the second time. * Play the game. | Dialog dictation | Students understand the dialog | * Teacher(s) demonstrate the following dialog, multiple times if necessary. A: Hello. How may I help you? B: I want to watch basketball. Can you tell me where it is? A: Yes. Basketball is being played in the gym. B: Great. Where is that? A: It's next to the cafeteria. B: Okay, thank you. A: You're welcome. * Students listen and write. * Check with the class, eliciting from individual students if time allows. | Original conversation | Students can create and say an original conversation | * Students form pairs and write a new version, changing the sport, place, and preposition. * Students practice until they can say the dialog without reading it. | https://docs.google.com/document/d/17HzoMVNMg6l92dqc0E_lQWdcr-yhtLMJFTMLhs_8Frs/edit?usp=drivesdk | https://drive.google.com/file/d/1jd06SYKYAfTj2FTal9NKiHdxYn_1QZLr/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-09-20 | Natural Disasters | James Modlin | JHS3, SHS1, SHS2, SHS3 | Listening, Speaking | OTHER | Print out a copy of the worksheet for each student. I also used iPads for later on in the lesson. | https://drive.google.com/open?id=1WJ-ETvWWgel-yO-MCTO_2hF58oDSpVU3 | Pass out the worksheets and have the students draw lines matching the English to the Japanese. | This condition will be completed once everyone has finished and we have reviewed the new vocabulary and practiced the pronunciation. | Tell the students there will be three rounds. Round 1: connect as many words as you can by yourself for two minutes. Round 2: share your answers (or lack thereof) with a classmate for an additional two minutes. Round 3: Use an iPad (or dictionary) to check your answers for about 3-5 minutes. Then the teacher will have everyone repeat the words in order and call on students at random to supply the answer. This is also a good place to explain that we use tsunami and typhoon in English, albeit with a slightly different pronunciation, as well as explaining the difference between a typhoon and a hurricane. | Draw a natural disaster picture based on the teacher's dictation. | Once everyone has finished and has answered the question "What do you see?" about something in the picture. | Instruct the students to turn their worksheet over (blank side), listen, and draw what the teacher says. "Draw three houses. Each house has four windows and one door. There are two trees. Next, draw some clouds in the sky. Now it's raining. Please draw some heavy rain. Oh, no! Now there's a flood! The water is up to the second floor of the houses. But where are the people? There! There are two people on one of the roofs. They have a dog too. I see some other animals in the water. There's a snake. It's a poisonous one. And there's an alligator! The floodwater is so dangerous! The people are shouting 'Help!' What's that? It's a helicopter! It's a rescue helicopter coming to help the people." | Pass out the iPads and have the students look up a couple of things online. | Once the students have looked up what I asked them and have reported what they saw. | Tell them to look up New Bern, North Carolina, Hurricane Florence (or any other recent natural disaster). Have them write two sentences about what they found and to report to the class. Finally I asked them to look up "fire ants ball - water," to show them an interesting fact of nature regarding fire ants surviving floods. | https://docs.google.com/document/d/1gHtXvMJQ9O7DQzOmjG1iKgpGddKvF17vOV3le4mUg40/edit?usp=drivesdk | https://drive.google.com/file/d/1X3KuDNfkxwYJiX11u883mrBN9QeTDr-b/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-19 | What Will Earth be Like? (Part 2) | Stuart Dalziel | JHS3 | Speaking, Grammar | Future simple tense expressed with WILL | Print required materials, could also save time by prepping a bit of board work | https://drive.google.com/open?id=1TFnNqW-ZPaEIMrWRZERq_-zPh7RyI94G, https://drive.google.com/open?id=1ROmfa_khNtt9xHeCswQdyZ3mDo2FMUgm | MORE, FEWER, LESS.Difference between fewer and less explained (fewer is for ‘things we can count’ less is for ‘things we can’t count).“More or Less” quiz conducted with hands on head or behind back as group elimination game (students begin by standing up, signal their choice by hand position and sit down if they are wrong until one or no students remain).P.59:D completed and checked. | P.59D has been completed and a few answers fed back as group. | Couldn't upload pic of this today as phone battery dead...sorry! It just asks for a few more / less environmental predictions (tigers, rainforests etc) | “Psychics”. Students given the “psychics” papers and split into tables of 4. One students from the table (ideally strongest English speaker) is designated the psychic, and told that they have the power to predict the future. Students then take turns asking questions from the sheet to the psychic, which will be answered with a predictive “will” sentence. Psychics can use the structure prompts to help them answer if they struggle and should try to mix both will and won’t answers. Students don’t have to ask the questions in sequence and are also encouraged to come up with their own questions off script if they can. The role of psychic is switched after a given length of time. | Continue until students are off focus / activity seems to have run dry. | PREDICTIVE SENTENCES.At the same time as prior activity is taking place, teacher should board the following:“Make a psychic prediction in 10 years about…” Life, School, The country, Technology, The earth, Tokyo, School, the teacher, my friendStudents must then write a sentence for each in their notebook.. | Sentences complete or bell rings. | Timezones 3, Unit 6, P.59 | https://docs.google.com/document/d/1g2hNemkPskg9v0hABMOmfxRMLg2hpSm8PqvdfkeX9cU/edit?usp=drivesdk | https://drive.google.com/file/d/1JtLER6R5j4yYwiztWVblgydBl2gTeLyi/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-09-19 | JHS2 Lesson 14 - Subordinate Clauses | Andy Hughes | JHS2 | Listening, Speaking, Pronunciation, Writing | Subordinate (dependent) clauses | Print out worksheet (one per pair) | https://drive.google.com/open?id=1jLdzJd_fwYU9xJgNWZ5XmHnNthHAUYZTkXf8rNZJpqY | Greet Students | Students are warmed up and have answered some basic questions. (refresh on structures taught in the previous lesson). | Introduce the concept of using Subordinate Clauses to add more detail to a Independent Clause. In this lesson, we will be using the conjunctions when, if, because and though. Give some more examples of both independent clauses and subordinate clauses to see if the students can point them out. | Students can identify the different clauses and the correct conjunctions to use. | eg : Bobby screamed WHEN he saw the monkey running towards him. Billy was tired BECAUSE he had been playing Splatoon 2 all night. You can pass your exams IF you study hard. | Elicit the correct conjunctions from the students. Write some example sentences on the board and have the students pick the correct conjunction. Go over the conjunctions thoroughly if there are any common mistakes. | Students can use the correct conjunctions in the example sentences. | Model the Subordinate Clause worksheet. Using the sheet as an example, demo some full sentences on the board and display as many variants as possible. Elicit some extra ideas from the students. Because this is their first time learning about these clauses, it is important to give them enough examples so they can use that vocabulary on their own without too much assistance. Also, the students are encouraged to be creative and as long as the sentences are grammatically correct, they can be as silly and fun as they like. | Students understand the worksheet (to be completed in pairs) | eg : Mr Chicken was happy BECAUSE he was studying English. Grandma said I could play soccer IF I did my homework. | Students complete the worksheet in pairs. Students can create their own character and scenario in the 4th problem so they can as creative as they like. | Students have completed the worksheet and had their mistakes corrected. | Presentation. Pairs can present some of their answers to the rest of the class. If there are any mistakes, have the other students try to point them out and help solve them. | Students have presented their work. | https://docs.google.com/document/d/1gfU_psBiJSL70R4gX42OSeR8USxCAbUT992jVf-Q8Xw/edit?usp=drivesdk | https://drive.google.com/file/d/1OjPUTnRr-H6k3xnYCGIyiI34yQNtFCrC/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-09-18 | story telling presentations | Mary McCaffery | SHS1 | Speaking | NONE | computer and story comics for presentations, grading sheet | quiz | complete when students have answered the questions during the allotted time | materials on previous lesson | presentation prep | Complete when students have prepared their story presentation materials and are ready to present. | Students prepare their materials from the previous lesson and get ready to present their story to the class. They talk with their partner to prepare. | presentations | Complete when students give their presentation to the class. | One class period was not enough time to finish all presentations. The remaining groups will present for next class. Students hand in written form of presentation after their speech. They use the computer with scanned copies of the story comics strips and point to the pictures as they tell their story. | https://docs.google.com/document/d/1irh8khsPIih9O-18PVDxhlCrZUK36zbCI4Fgh353pEE/edit?usp=drivesdk | https://drive.google.com/file/d/1J3isRYy9DtFi_sG_pasBk-A5nFQ-bKOE/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-09-14 | Country Presentations | Mary McCaffery | Megan Danner | JHS3 | Listening, Speaking | NONE | power point, several prints about the presentations, markers, envelopes, name lists | warm up speaking activity | complete when the students have talked to their partner about the question in the allotted time | Students are asked to talk about their study abroad experience with their partner and then share their ideas with the class. | power point presentation overview | complete when the presentation overview has been explained and the students understood. | Teachers go through a power point explaining what this semester's project will be and share their example of how they want the students to make their own version. | presentation planning | complete when students have been assigned a partner and a country for the project | Students are paired up into teams and they discuss what country they would like to research. Once the teacher has approved their country choice, they are given the necessary materials and envelope. The students then write the important information on the prints and decorate their envelope. | https://docs.google.com/document/d/1qXEY5AhKtqZjx-BSZZ7YY9AEGJMX0OIYnT3pizF00A0/edit?usp=drivesdk | https://drive.google.com/file/d/1DKuFfPZHsClqYYiGNY6daUxNrK4qUxo0/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-14 | Presentation Prep | Mary McCaffery | SHS2 | Speaking, Writing | NONE | Students have their own materials from last class, new writing paper is given | Overview | Complete when students have listened to the presentation overview again as a reminder and understand | Teacher goes over the presentation plan again and answers any questions. | Pair work prep | Students use this class period to continue preparing for their study aboard presentation. If they don`t finish this class, they will have homework. | Students continue to use their previous class materials to finish writing their presentations. They work with their assigned partners. They show the teacher their prepared visual aids or create during this class period. If they finish early, they can start practicing their speeches. | Wrap up | Complete when all students have showed their draft work and visual aids to the teacher. | Students are checked on throughout the class to make sure they are progressing and to have any questions answered. Participation grades are made based on their preparation and draft work. | https://docs.google.com/document/d/17adkz5rbhI6BmyluglCNsWgSewBEOllf5jLIXtBZAuU/edit?usp=drivesdk | https://drive.google.com/file/d/1DT2MNVDDVDB5PoJx7XWAvbYEcfpugVvc/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-09-13 | Story Telling Presentations | Mary McCaffery | SHS1 | Speaking | NONE | presentation instructions, story boards, writing print, quiz print | mini quiz | complete when students have listened to and answered the questions within the time limit | based on previous lesson materials | speaking activity | complete when students have shared their examples with their partner in the allotted time | review of the last lesson and examples on the board. Students work in pairs and are asked to create their own examples. Some examples are shared in the class. | presentation overview | complete when students have listened to the explanation of the presentations and don`t have any questions | prints are given out to the students listing all the important points on how to do the `story telling` presentations | presentation prep | complete when students have finished writing their story on the print and are ready to present. | Students work in pairs. Each pair is given 1 of 13 fairy tales and told to write a short version of the tale. They can be creative and change the ending. Each student will hand in a written version and present the story in the next class. | https://docs.google.com/document/d/1_pS0VHE9Tjy-AlRb_Jj15Zp4k3jPgK5DgnKhbYXdQ6k/edit?usp=drivesdk | https://drive.google.com/file/d/1ja1jmpnTs3nD7csWQ9r9xlBf3SeyQWuq/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-09-13 | JHS1 Lesson 10 - Family Tree | Andy Hughes | JHS1 | Speaking, Pronunciation, Writing | Pronouns: YOU and THEY to talk about people in general | Adjectives to describe personality and character | New Treasure 1 Textbook, 'Family Tree' Worksheet | https://drive.google.com/open?id=1WqFFTSiSLGv7JQ0750XHXu3b6OoXThPXxTA233D46q4 | Greetings and Warm Up (What did you do in the summer vacation?) | Students are warmed up and have had the chance to talk about their summer vacation. Model this question with the JTE beforehand. | Active Listening | Model the conversation with the JTE twice, writing down any difficult words on the blackboard to return to after the exercise. | Listen and Repeat Conversation | Repeat the conversation slowly and have the students repeat. Allow the students to ask questions in case there are words that they don't understand. | Post-Reading Question 2 | Students can answer the questions based on the previously drilled conversation. | Teach Family Tree Vocabulary | Students can understand the vocabulary related to talking about their family members. | Model 'Family Tree' Worksheet | Draw the family tree on the blackboard and have the students guess who the family member is eg; Father, Grandmother etc. Let the students know that they can be as creative as they like when making their own family tree. | Students complete the Worksheet. | Students can work in small groups to complete the worksheet. Time permitting, the students can volunteer to present their work to the rest of the class. | https://docs.google.com/document/d/1DcWji6-NkxiN1a3SijRbTWQ0XaQb1LlbbItDZksO_PA/edit?usp=drivesdk | https://drive.google.com/file/d/1kt8STixjmSnzIplXGNvzBwNAmR68IcTV/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-09-13 | Fairy Tales and Performance | Adam McDougall | Necole Long | JHS1, JHS2, JHS3 | Speaking, Pronunciation, Reading | OTHER | Speaking and Pronunciation | Fairy Tales | Print/ prepare scripts | https://drive.google.com/open?id=1cxgRTGVjhKhaj_goK41E5IM-IBxfIiZg | Show some fairy tale clips from youtube. | class in interested | show some of the fairy tales from the list in animated or theatrical short versions to increase interest in the following project. | Form groups and select script | groups are formed and scripts selected | ask students to form groups of x and show them the selection of scripts for their chosen group size. | allow rehearsal time | time up/ performance day | This performance will form the basis for the assessment of students for this teaching period in addition to the individual interview test and other criteria. | https://docs.google.com/document/d/19kENrqERyAY85z7ojf924KWgBuL-RKdj96JvNjNF2sY/edit?usp=drivesdk | https://drive.google.com/file/d/1ZQsbYsMft9PTFZni1ff_2x7MZG6Uc1JY/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-09-12 | SHS3 Composition 3: Workshop | Stuart Dalziel | J Willett, A Hughes | SHS3 | Writing | Proof reading | OTHER | Proof reading | This session will form a redrafting / proof reading workshop, as the female students will not be present so it is not ideal to present any new content. Students should come armed with at least 1 piece of prior work which has not be proofread by another student before. | https://drive.google.com/open?id=18qCzkQldrLoawNJEDbRfU8JlRbGyUhke, https://drive.google.com/open?id=1lnom-OFnM2j5mUQyx3hS_ORM4E4xzpTR | Start by brainstorming (as a group) the classifications of error that could occur in a piece of written English (spelling mistake, punctuation, syntax, verb form etc). Then do the same for the types of positive reflection or suggestion for improvement that might be left in the “teacher`s comments” section (students can reflect on the feedback their own work has received for hints.) | A sufficient list has been compiled | Teachers distribute and students all complete the 10 min writing activity (either the ‘Yoda sheet’ or the new prompt designed by Andy). | short form essays completed | Move into circles of about 7 students. Pass writing activity responses one student clockwise. Take 1 minute to read another student’s response and circle any errors you find. Initial your circles. Pass paper another space clockwise and repeat the process until the paper makes its way back to the original author.Original author tries to figure out what their mistakes were by themselves. After this, they may mingle and ask the person initialed by each circle what their mistake was for any they couldn’t work out. | All mistakes corrected. | Papers circulated one more time, this time instead of correcting errors students should write a good point about the essay. Pass papers on and the next student writes a `point to improve’. These are anonymous Again, continue until the paper makes its way back to the author. Author takes some time to reflect on the comments. | Homework I is collected. Homework K is distributed (JLTs can help to ensure this applies to the absent female students as well as the males in attendance for this session. | https://docs.google.com/document/d/1c1iT1Cud4F4lf-VxRgjEB_o3ihB8kMD6OJ9TkAbVuLM/edit?usp=drivesdk | https://drive.google.com/file/d/1Z1jmuW0C9S8KVsMrsIL9L8RnncrOjBBu/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-09-12 | Lesson IV: Ordering Fast Food | Chris Labno | SHS1 | Speaking, Pronunciation, Reading | Questions and short answers | NONE | Speaking to a cashier at a fast food restaurant. | 15 minutes with materials in hand. | 3:50-3:55 Attendance- Challenge Question: Question is written on the board. “How many cheeseburgers did my 7-year old eat during our 3-week trip back to the United States this past summer? Guided scripts on board include “I want to guess___ cheeseburgers.” “He probably ate ____ cheeseburgers.” And “I would say he ate ____ cheeseburgers.” | Attendance is completed and all students are asked and give a full sentence response. | As with most attendance exercises, it is extremely important to move quickly so repeating the question which is written on the board is not advised. | 3:55-4:05 Vocabulary Pronunciation w/cards | Most cards are read and students have had a chance to listen and speak the words collectively. | Cards are handwritten and the teacher should walk about the room ensuring all will participate. | 4:06-4:25 Practice Scripts: Students pair up and alternate being the customer and the cashier. | 3 scripts are read. | Teacher should observe students and guide them along as they practice the scripts. | 4:26-4:37 Ordering Food Group Practice | Majority of the group has ordered something. | In this exercise, the teacher is the food cashier. The teacher calls on different students throughout the order. Most students should be given the opportunity to order something. 4:40 adjourn | https://docs.google.com/document/d/15I7g3PGZ0unxbmvG8N7MHMlJMwTKFYQ1I8tCC-AW3p0/edit?usp=drivesdk | https://drive.google.com/file/d/16NqpBAezGPBOOtMkPlPF9NBsAGPT0yht/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-09-11 | Presentation Planning | Mary McCaffery | SHS2 | Speaking, Writing | NONE | materials from previous class about pair work presentations, power point | Power point | Complete when students have listened and understood the power point presentation | The power point is about the presentations they will give showing good and bad examples. | Presentation planning | Students continue working on preparing their presentations regarding their study abroad trip. They will continue next class. | Students work with their partner and continue planning their presentations. They organize their thoughts on the draft print given to them. Students check with the teachers regarding their topics. | Recap presentation planning | Complete when students have understood the main points of the presentation. | Teacher repeats the main directions and due dates of the presentation. | https://docs.google.com/document/d/1SWxT_1TocPewi_AI0mBZ6jWnvdufVIdS5vr2ykIPyec/edit?usp=drivesdk | https://drive.google.com/file/d/1AcycG4RodlsFGDosghpU5enbmJkgCe4J/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-09-11 | JHS2 Lesson 13 - Final Infinitives Review | Andy Hughes | Also taught by Jennifer Willett | JHS2 | Speaking | Infinitive structures | Handouts of the Infinitives games (Noughts & Crosses or the Dice Game) | https://drive.google.com/open?id=1sNJmuu7xbbBJ-JnB78vMHXFmkQqQVUrcjPUeWU8hsE8, https://drive.google.com/open?id=1TOT0tKNyCBHJ76Od6l6Q6JkPf1wRn_-ROUiYshMlXpQ | Greet the class | When the students have had a short English conversation. If this is the first time to greet the class since the summer vacation, ask the students about what they did during their vacation. | Once a student has volunteered to answer the question about their summer vacation, they can pick another student to ask the question to. Continue this for as long as interest allows and the students are warmed up. | Review the Infinitive Structures | The students will be rusty with their knowledge of the structures so now is a good chance to review them thoroughly. | As this is the final review lesson concentrating on Infinitives before we move onto Gerunds, we need to be sure that they can tell the difference between the various Infinitive structures. | Play a team speaking game (based on the previous lessons game) | The students have finished the game and all had a chance to share their own infinitive sentences. | If the noughts and crosses game was played in the previous lesson, we will play the free conversation game and vice versa. Both games are attached. | Criss Cross review team game | All students have shared their own infinitive structures and had a chance to challenge their friends | Class can be divided into two teams with each team taking turns asking the other team questions that require an infinitive structure as an answer. The JTE can be used as a referee to judge if the answer was correct to gain a point. The game can be continued as time allows. Question examples can be found on the free conversation game as well as on the noughts and crosses game. They can use the questions from their game sheet that was used for the game previously in the lesson. All students should be given a chance to ask and answer questions. | https://docs.google.com/document/d/1bLpE5CNvc8tmL2w0xVvCEO1hD72oiqVt29-Xr5eJRds/edit?usp=drivesdk | https://drive.google.com/file/d/1G5dp7uax2NvZs1wZ8TpIaTF8n7fAb_Ib/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-09-11 | S1 - L1 | Kevin Warzala | SHS1 | Listening, Speaking | Modals | Vision Quest - p35 | https://drive.google.com/open?id=1O60mSTLhOYQOSIpVxNcTy8rusZvooeeU, https://drive.google.com/open?id=1Cob_QM_jGim8D8ZtgvdvtIEqHIc0zJVq, https://drive.google.com/open?id=1QVfTXTr-FyUgUVyZz1wP4P008AAx-FVF | Vocab Introduction | Ss can use select phrases | Listening | Ss can hear for distinctions between Can I/May I/Do you mind if I/Could you/Can you | Pair Work | Ss can make their own sentences, and then respond correctly to other students' questions | Quiz and Quiz check | Ss can measure their progress with a short quiz, and find common mistakes (missing commas, Yes, I mind) | https://docs.google.com/document/d/1tZO7E8QquEhsgqS4HX4Ch_iG1dHCoFMkp2VZ2u0cB5g/edit?usp=drivesdk | https://drive.google.com/file/d/1wQB29NNZOMHac_vDgE4b38O0LWvZjPFS/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-09-11 | J2 - L1 | Kevin Warzala | JHS2 | Listening, Speaking | Prepositions of time | Daily Activities | New Crown 2 - p137 for verb list | https://drive.google.com/open?id=1kIjbU-Bkb_GIQqmN128NACnQAnVA1BNQ, https://drive.google.com/open?id=1AnmuwYOFrUj2TLs5QYMTpdkMq0PWfBvK, https://drive.google.com/open?id=15CnDwqHwyjMUF0wDr1uOVlSSaqta8CKk | Introduce vocab | Ss can understand the meaning of the select vocab | Sentence Creation | Ss can create their own sentences using the example sentence | Pair Work | Ss can make their own sentences and successfully complete a conversation with a partner | Quiz and Quiz review | Ss can see and understand their common mistakes for the the quiz - "go/go to/go to the" / "at 6pm" | https://docs.google.com/document/d/1vE-7aYU8_vfpndblR7YcfYsRBTWQ49ZQvg0sGVzjRuo/edit?usp=drivesdk | https://drive.google.com/file/d/1gRUmf6k-csbbR3dal6jySNdMkMZFd7kR/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-10 | Summer vacation - speech | Brandon Lindsay | SHS1 | Speaking, Writing | Past simple tense | Summer vacation | Check pronunciation in the textbook, 5 minutes | Reading | Students can pronounce the words in the textbook | * Students listen and repeat the pronunciation keywords. * Each student reads a sentence in the text until the selection has been fully read. | Listening | Students have practiced listening to directions | * Go over the map image in the text. * Students listen to the four conversations and mark the answers to the questions. * Go over the answers. | Presentations | All students have given their speeches | * Give a few minutes for final questions and checking. * Go over guidelines for grading, such as posture, voice, eye contact. * Each student gives a speech while the teacher grades them. | Crown, Lesson 4-3 and 4-4, Listening Laboratory Unit 8 | https://docs.google.com/document/d/13FNhT_COv3n9Hr2OVXeDIoV7Jmx-LVdFeOD8uBe5Zj0/edit?usp=drivesdk | https://drive.google.com/file/d/1Yg57_nqwR-TqkawM22wi4aN8ZuoOFX6o/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-09-10 | PART ONE: “What will earth be like in the future?” | Stuart Dalziel | JHS3 | Speaking, Grammar, Vocab | OTHER | Future predictions using 'will' | You will need to get a decent Japanese speaker to translate the vocab dash terms ahead of time. | https://drive.google.com/open?id=1R8G6z0n3VQ2E9y8HLzjiDONjqeP2JA9P, https://drive.google.com/open?id=1NjFxAbX8rKjhOMBSAR-LME9nmlZP8RXp, https://drive.google.com/open?id=1M7raF-rRX2IBTAEZiNS-pouSRa2sgVGV, https://drive.google.com/open?id=1E276Teh4neQ26JI_oi5CpV4isqa02MjL | Vocab Dash:Each student in back row of the classroom given the English only vocab list. Front row students come to board with chalk. Each vocab term must be relayed up the row and the front student must complete the vocab list on the blackboard with perfect spelling.Same is then done with the Japanese translation sheets. | One team has correctly written all terms on the whiteboard | Japanese translations need to be prepared ahead of time | Predictions: Students open their books to page 57 and complete the predictions using the newly acquired language. Consensus opinions then fed back to group.The target form is highlighted in both positive and negative form. A couple of examples elicited; perhaps on the topic of other global warming effects such as suggested in p.57 C. | Answers all discussed as a group. | There are not necesarily 'right' answers to all these questions. | P. 59C is completed and answers checked. | Answers checked. | “The Future” Guessing game:The future worksheets are distributed. Students fill in each blank with a prediction ) it could pertain to themselves, Japan, the earth, technology or any other topic. Students write the topic at the top of their page. They then make a prediction about said topic for each of the 4 panels. However the prediction is not written but represented pictorially. They then swap sheets with a partner and have to try to guess (in English) what prediction each picture represents.This activity can be modeled by the teacher on the board before beginning, by making a 4 panel prediction on the board and inviting students to guess what each picture you have drawn represents. If more time remains repeat the activity on the back of the sheet with a new partner. | All pictures have been correctly guessed. | Timezones 3: Unit 6 P57-59 | https://docs.google.com/document/d/1WmuZd3tYOkDlXNHEM2ZTeRLDxpK7KixL8ZPZ2lQ5bIg/edit?usp=drivesdk | https://drive.google.com/file/d/1yA-kSvxVY_gD70qMVMxPnUk1jfHQ0G9D/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-09-10 | Countable Fruit | James Modlin | JHS1, JHS2, JHS3 | Speaking, Grammar | Countable and uncountable nouns | I made concentration (matching) cards. It should take around 15-20 minutes of preparation. Print two of each in color. Since the paper is thin and see-through I put some colored paper on the back of each card. | https://drive.google.com/open?id=14fXlikFp8DBN8hmzK1UextkM1pSw_Cmx, https://drive.google.com/open?id=1g6CRzAgtO3Ln-LoVC0QVxG6FuJFOxwfl, https://drive.google.com/open?id=1pe1AwFf5QSDWEKX8uoiyrM0aEt7JgOvu, https://drive.google.com/open?id=1Ujm_y-by4RlFE6UCSAGZsFL4I40ve_pY, https://drive.google.com/open?id=1cZeCDeFhaZ-b0u5Fc5-IAnZDCR8f0byb, https://drive.google.com/open?id=135Gqql58Xli6u_TTrgQyqFfVoXeFMpZN, https://drive.google.com/open?id=1REdCdXHC6k1jQqWCaxdFfGe_huyCoXre | Stretching and vocab exercise. | Once everyone has stretched and produced some vocab. A = amazing; B = basketball; C = country; etc. | If you have a big class you can split it up and have them race to finish the vocab game first. | Teach countable fruit. Introduce the vocab by having the students come up (one from each line) and give them a fruit vocab to spell. Spell it out for them if they are having trouble. | Continue until all words have been spelled correctly on the board. | Teach a/an. Write "A E I O U = an" on the board and have students identify which two vocab words correspond to that (apple and orange). Write "an" next to those words and "a" next to all the others. Practice pronunciation a few times each. | This will finish once we have reviewed all the words with "a/an." | Play Concentration with the cards. Use magnets to put the paper on the board facedown. Write next to the paper "What's this? - It's a/an..." and "What are these? - They're... s." As students play you can have them answer the questions. Make sure each student answers the question(s) before moving on. Quickly teach rock, paper, scissors in whatever style you do it, and have one student from each team come to the front. The winner gets to play concentration while the loser goes back to their seat. | Each student will answer the question "What's this?" When they get a match there will be two of the same fruit so then ask them "What are these?" Play until time is up or they finish the game. With time left over I will review one-on-one with each student very quickly. One picture, "What's this?" Two pictures of the same fruit, "What are these?" | https://docs.google.com/document/d/1kaLqQ66ET5bwaNfKu-QnKrr3waydVMlPRxddfr_ozSE/edit?usp=drivesdk | https://drive.google.com/file/d/1zc2DHjadrcpw2kTbKKodUquYYWtU5h7r/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-10 | Directions | Brian Heilenman | Adam Strauss | JHS2 | Listening, Speaking, Reading, Writing | Questions: WH questions | Lesson Worksheet | https://drive.google.com/open?id=1HKaQmhl6fRZZku5DPvJrgTezN4gRNtgB | Introducing Vocabulary | Introduce all vocabulary | Pronounce and explain vocabulary related to giving directions. | Following Directions Activity | Time limit or when all students are finished | Student A/B take turns reading sentences and following directions on a map to different places. The student then writes the name of the place on their worksheet. | Asking/Following Directions Activity | Time limit or when all students are finished | Students A/B have different maps of Sapporo city. They take turns asking about places located on their partner's map and following directions to the right place. They write the name of the place in the correct space on their map. | Drawing Your Own Map | Time limit or when all students are finished | Student A/B write different places in random spaces on their map. Then students take turns asking each other where each other's places are located. | https://docs.google.com/document/d/1zAxTsOtwegmzx4ApFxi3V3_JufJTfP2dJWCiGqd0n1Y/edit?usp=drivesdk | https://drive.google.com/file/d/1-2CmVP7BsFe7buDs3-3bB6fxPkeg-Mbn/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-09-10 | Possessions | Brandon Lindsay | JHS1 | Speaking, Reading, Grammar | Pronouns: Possessive pronouns | Pronouns: ONE / ONES (e.g. the big one) | Possessions | Preview text, 2 minutes | Introduce Possessives | Students can identify possessive pronouns | * Introduce characters and situation on p. 69 of text. * Shadowing (listen and repeat). * Check for meaning, using JT if available. * Role play between teacher and students. | Partner practice | Students are comfortable saying the sentences | * Partners read the two roles in the text and switch. * Teacher listens for pronunciation issues and corrects and practices as a class. | Original version | Students can make and speak their own sentences using the grammar | * Teacher writes the structure with particulars omitted on the board. * Students write this in their notebooks. * Teacher fills in the blanks with an example and demonstrates speaking with the JT. * Students write their own versions in pairs and present. | New Crown, Let's Talk 5, p 69 | https://docs.google.com/document/d/16-fGUCGsLOvlxRZSMwT5gsJEBHI2p4W_SyY0Y1Y4F-I/edit?usp=drivesdk | https://drive.google.com/file/d/1-spxr7Gwb39hmlc_CMjfAEZTzqaH02nw/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-09-10 | Weather | Adam Strauss | JHS1 | Listening, Speaking, Reading | NONE | Worksheet | https://drive.google.com/open?id=1KTZfGz7k9fDWo2aTCD5s3HgftOSEOiI7 | Introduce weather related vocabulary | When all the students understand the vocabulary. | Students ask each other "how the weather" is on different days. | When all questions have been asked. | Students ask each other how the weather is in different prefectures. Also, temperature is introduced. | When all questions have been asked. | https://docs.google.com/document/d/1FfreYudApcvR-HXur0AqDZx9vm4QDmFg0z_2IaBZUFo/edit?usp=drivesdk | https://drive.google.com/file/d/1NC6JrLXW5hM7KoGGahPMHp06opw2cI8y/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-09-10 | Study abroad presentations | Mary McCaffery | Damola Aluko | SHS2 | Listening, Speaking | NONE | short video clip to view, worksheets, presentation topics | warm up video | Complete when students have watched the short video clip and can write a brief summary of what they watched. | Students are given a worksheet to write their summary on and then hand in to the teacher. | Short prompt discussion | Complete when students can use the phrases given as well as their own opinion pertaining to the question asked. | Students are asked, `What is your favorite book or movie? Why?` and they are given a sheet of phrases about giving their opinion, agreeing and disagreeing. Once they understand the phrases, they work in pairs answering the question and using the phrases. Some examples are given to the whole class. | Study abroad presentations | Students are introduced to the presentation topic and this action is complete when they understand the instructions of their presentation | An overview of the presentation is explained. A rubric is handed to the students. Students are assigned pairs and given a topic. Any questions are answered. | Presentation planning | Complete when students understand their given topic and start brainstorming ideas for their pair work presentations. This will be continued next class. | Students are given time to break into pairs and look over their topic. They start brainstorming ideas. They will continue working on presentations next class. | https://docs.google.com/document/d/1008R1vvqc1jCX1WvGP5Zh8NaNXXDHq-j7BL_vso2Wa8/edit?usp=drivesdk | https://drive.google.com/file/d/1FUtrAY3UQCMoNIHnNEL90JysPgU954K4/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-09-10 | Story Telling | Mary McCaffery | SHS1 | Listening, Speaking, Writing | OTHER | modals review and preparing a presentation | quiz sheet, print about presentation | quiz | when students have listened and completed the quiz within the time limit. | dictation quiz based on modal review | presentation overview | complete when students have listened to the presentation details and understood how to make their presentations. | give out presentation instructions, story comic strips, and writing paper, explain the presentation and due dates. | presentation planning | Studtents will start working with their partner to order the story and write the English version on their prints. They will continue next class. | students work in pairs, on their given short fairy tale or fable. They will put the pictures of the story in order and then write a couple sentences for each picture in the proper order. Each student will have their own written print to hand in on the day of their presentation. They are encourages to make up an original version of the story or an alternative ending. Some of the stories include the three little pigs, Cinderella, etc. | https://docs.google.com/document/d/1Ia-SOOSEvWl4ZS67PQdPGKdt-x_5GREjXJu7zrdc-F8/edit?usp=drivesdk | https://drive.google.com/file/d/1bbF9yJMGjNQtsPr61l7vuzQ98EcoVFPE/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-10 | story telling | Mary McCaffery | JHS1 | Listening, Speaking, Writing | OTHER | modals review and preparing a presentation | quiz sheet, print about presentation | quiz | complete when students can listen and answer the questions within the time limit | dictation quiz based on modal review | story telling overview | complete when students have listened to information about the presentation, have received the prints and understood how to make the presentation | give out presentation instructions, story comic strips, and writing paper, explain the presentation and due dates. | presentation work | Students will begin working with their partner on putting the story in order and writing their story on paper. They will not finish in this class but continue next class. | students work in pairs, on their given short fairy tale or fable. They will put the pictures of the story in order and then write a couple sentences for each picture in the proper order. Each student will have their own written print to hand in on the day of their presentation. They are encourages to make up an original version of the story or an alternative ending. Some of the stories include the three little pigs, Cinderella, etc. | https://docs.google.com/document/d/1FNhsdVWkHwUBiBfJ-CtRGZs0_fZ2utUrDi2lIBmhNHA/edit?usp=drivesdk | https://drive.google.com/file/d/1r7gnM8V0R3COTl0r0vKFc8iJgXMfxDs2/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-07 | Modals | Mary McCaffery | SHS1 | Listening, Speaking, Writing | Modals | worksheet/print | warm up writing | when students have written 4 sentences about their summer holiday | Teacher gives a variety of ways to answer the question and ask the students to work by themselves or with a partner to help each write about their own summer holidays. | quiz | Complete when students have answered the questions | quiz based on previous lessons | when students can independently create example sentences based on each activity on the print with a partner and as a class on the board | one activity includes using `might` - I carry a snack because I might be hungry later. | when students can independently create example sentences based on each activity on the print with their partner and in class | another activity is matching mixed up sentences talking about school rules focusing on (have to, don`t have to, must, can`t) | https://docs.google.com/document/d/1OcbpM488Exh1iRyTGHowE2Q67AIWCHZ13j3mZj4YypY/edit?usp=drivesdk | https://drive.google.com/file/d/13oWW3acp9_ZUYgvmUzu_3YL-HJD0VgO9/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-07 | Project Prep 1 | Brandon Lindsay | JHS2 | Speaking, Writing | Present simple tense | Japan | Bring summer homework, 5 minutes | Expectations | Students understand project expectations | * Give details about the project. * Topic is one of the two they wrote about on their summer homework. * Preparation over the next three weeks. * Speech must be memorized and must be two minutes long. * It will be graded and will be on the midterm test. | Topic discussion | Students have decided their topic | * Students can talk to their fellows and discuss which topic they want to do. Give them about five minutes to decide. | Writing preparation | Students have made sufficient progress | * Give some structural sentences for their speech. For example, "Hello. I'm going to talk about (something)... Thank you for listening." * Give students questions (such as who, what, where, when, why) to prompt ideas as well as example sentences and show how they answer them. * Students begin organizing and writing their speech. | https://docs.google.com/document/d/1rCc8Om5NyFsImt0dVa41Um-KOpljp_DKxerL7gr3n70/edit?usp=drivesdk | https://drive.google.com/file/d/1Jb7LZV0bSkraFnPsQV2GC_Z7Dgltsr3g/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-06 | Asking WH questions | Brandon Lindsay | Jason Packman | JHS1 | Speaking | Questions: WH questions | Bring game materials-dice and a piece for each player, 5 minutes | Intro question words | Students understand the different question words | * Elicit question words and write on board. * Ask students about culture festival using those question words. | Question elicitation | Students can come up with questions | * Write numbers up to 20 on the board. * Elicit questions from each student and have them write them on the board. * Each students writes their question on the board. | Chutes and Ladders | Students are comfortable asking and answering questions | * Using the the questions on the board as a board game rubric, but the actual game is played in groups of 3 or 4. * One kid rolls the die and moves. The other students ask the question they land on and the one kid who rolled answers. They then go up the ladder or down the shoot. * After every round or so, shuffle to groups to get new members. | https://docs.google.com/document/d/10PkavWS848laUVRsr6Bluzeq12ZU1DKH2zBr0kK13Bw/edit?usp=drivesdk | https://drive.google.com/file/d/1xVsQStCDkZyinRfx0vIeRVmIOthBNZri/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-05 | Welcome Back | Adam McDougall | Necole Long | JHS1, JHS2, JHS3 | Listening, Speaking | Speaking | Past simple tense | Prepare prints | https://drive.google.com/open?id=1HROozoz6kVRuAwA6HmXRURfeUMHzgK_W, https://drive.google.com/open?id=1z038n24RNk92SrhQpCgY7T_wl0phV5NU | https://drive.google.com/file/d/1ZX4EOON0SAedUz745pvAZx_Qv6-jRZnM/view | Greet and attendance | attendance taken | During attendance I asked all students at least three questions: How are you?, How was your holiday? and What did you do? | 10 second challenge, | Understanding and game completion | explain the squares to students prior to commencing the game to ensure understanding of task. (attached). | Summer Fun people bingo | Understanding and task completion | Explain the squares and rules to students. (attached). | Have you ever? | Understanding, Task completion and Time up. | Ask students if they have ever ...... or did they ....... on the Summer Holiday (attached). | https://docs.google.com/document/d/1wct9w4D3zcByTJHaAf7bQEjoc_-rnVNanRV2haprY_s/edit?usp=drivesdk | https://drive.google.com/file/d/19pVLff6ssKTktMc5o0CyTKfGb-qBCzjq/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-09-05 | Welcome Back! English Challenge | Necole | JHS1, JHS2 | Speaking | OTHER | No resources are needed as the handout is already prepared. | https://drive.google.com/open?id=1ZX4EOON0SAedUz745pvAZx_Qv6-jRZnM | Explain a few squares with students. | Understanding. | Pair work. Students play rock paper scissors. | Understanding. | Winner counts to 10 while loser tries the challenge in the square. | When the board is complete. | https://docs.google.com/document/d/1vAQ-JX52Z6DslLwTSSKg0826FmCd9l5rHnNpPPPN_8M/edit?usp=drivesdk | https://drive.google.com/file/d/1w8WT1OKMIY9_a-3cIWxjBbpsTRZGwskT/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-09-05 | I'm Meeting Friends Later - Part 2 | Stuart Dalziel | JHS3 | Speaking, Reading, Grammar | Present simple tense | Cut up mingle strips | https://drive.google.com/open?id=1ZX8YaTqF4-L4WBvAKF2ywYs2uNIoOGD4, https://drive.google.com/open?id=1GqT5IA4AWh1V54MPOM5EGiSo91euzind | Quick recap of present continuous for future plans (last week’s form) given. Students recap with the following dialogue in pairs:A: What are you doing tonight?B: I am _______ing (object). | All students have attempted dialogue and one or two examples given to rest of class | Students then told that present simple can also be used to talk about the future, but only for fixed scheduled events. E.g. “School starts at 8:15 tomorrow.” P.49 C completed and checked. | P.49 has been checked | Paper strips are distributed one per student. There are 25 strips per pack (remove some if there are too many or duplicate a couple if more are needed depending on your class size.)Each strip consists of a question followed by an (unrelated) answer in brackets. | All pairs have matched up or your time limit expires | Note that if you have to omit any slips it is entirely possible that some students won’t have a matching partner for their slip. This is ok, as the learning takes place in the exposure to the language and determining if it is a lexical match, rather in the completion of the activity.The first two strips are the best to omit, as they have corresponding questions and answers, and so can be removed without leaving an odd question / answer. | If more time remains, P.49D should be completed. | P49 D checked. | Timezones 3: Unit 5, Page 49 | https://docs.google.com/document/d/1hnWnCjsdXWaM8nu3X0U8I0FrAEcPXZdgIyPb5jrsJSs/edit?usp=drivesdk | https://drive.google.com/file/d/1F63ykqEW8YEnTbZTaIx0BZg21C8LC_el/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-09-05 | SHS3 Composition: Dialogue prompts | Stuart Dalziel | J Willett, A Hughes | SHS3 | Writing | NONE | Significant printing, getting to know plan | https://drive.google.com/open?id=14UXVscDqpaAEh6cI3TepwWW52v4pM1VR | Greet class. Explain that this week (and moving forwards) homework drafts will not be peer reviewed each week. The ethos being that we are moving towards greater autonomy in this second semester, to realistically reflect skills that will be needed in further education such as self-motivation and the ability to critique one’s own work. Students will still be expected to complete a draft each week, alter it and submit a final copy the following week. Skipping the draft stage is not acceptable and neither is repeating the same response in the final copy without any revision or amendment. Students can speak to a teacher if they cannot see where to improve their work. | Message delivered and comprehension checked | (JLTs may wish to convey this message in native tongue) | This week’s theme of Dialogue prompts introduced. Short form response activities distributed, completed in 5 minutes and peer reviewed in 2 minutes. Point out that students should select any 2 characters from the picture for their dialogue. | Time limit expires | Complete timed writing trackers | Tips sheets distributed and key points discussed in brief. Point out that although one word responses are admissible, they are not likely to carry high marks and should be avoided where possible (or appended to an additional sentence by the same speaker on the same line). | Comprehension checked | Paper turned over to the main lesson activity. Students encouraged to come up with a variety of possible dialogue topics for the given prompts, reflecting a variety of tones. Students then select one of these ideas to develop into a full dialogue. Allow five minutes for the first stage, ten for the second and as long as time permits afterwards for peer review | Peer reviews run out of time | Assignment J distributed, the fact that problem D reflects today’s learning theme pointed out, although students have a free choice of what to attempt. Some explanation on how to tackle problem B given and gaidai homework situation also explained. AOB attended to (including the long gap before the next lesson). Class dismissed. | Class dismissed or bell rings | https://docs.google.com/document/d/1SEpZq0Sd4hHurM23AFnP7Z7IQfP4gUloC-N1ZLeQxWs/edit?usp=drivesdk | https://drive.google.com/file/d/1vMed-IpnF3BA6Bu1FF0FsHFo4xidGMr1/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-09-04 | Geography | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking | Nouns | Geography | List of examples and CD player, 5 minutes | Intro vocab | Students understand geography terms | * Introduce vocab through text, doing sections one and two with the CD. | Pictionary | Students are comfortable saying the words | * Split class into two teams. * One member from each team is secretly given a word to draw. They draw it on the board. * Students on their teams raise their hand and say, It's a forest. The first team to answer correctly gets a point. | Quiz game | Students are more comfortable with the vocab | * In the same teams, students listen to the teacher give an example of one of the words, such as Niagara. The students have to answer, It's a waterfall. The first team to answer correctly gets a point. * If time allows, each student will stand up and give a new example instead of the teacher. The same rules apply for this version of the game. | Get Ahead 2, lesson 3 | https://docs.google.com/document/d/1ros_a4BvLAXkRkfp4d1AK28ihRknR6rM-th-44VIoVs/edit?usp=drivesdk | https://drive.google.com/file/d/17Ypnvsg91TyEktyccyDJ7za-LybLCslf/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-09-03 | My Summer Vacation | Brandon Lindsay | SHS1 | Listening, Reading, Writing | Past simple tense | Summer vacation | Review pronunciation for reading section, 5 minutes | Reading | Students can pronounce all the words in the selected text | * One by one students read from the text. | Listening | Students can answer questions about what they hear | * Teacher ensures understanding of the pictures and questions. * Teacher reads the selection while students listen and answer. * Check answers as a class. | Writing | Students have a completed speech | * Teacher sets expectations for the speech, e.g. 7-10 sentences, and gives an example speech. * Students write their own. | Crown, Lesson 4 sections 1 and 2, Listening Laboratory Lesson 7 | https://docs.google.com/document/d/1I9SJ5Qy1cKr-WPW9WorepBG8iJhx9Wo0yykgCAHMgoA/edit?usp=drivesdk | https://drive.google.com/file/d/1FfMtlFQSZXy5WAwVfQU6NuR1dGu2HeAd/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-09-03 | Summer vacation | Brandon Lindsay | JHS2 | Listening, Speaking, Writing | Past simple tense | Summer vacation | Write a 7-10 sentence speech and T/F questions, 10 minutes | Listening | Students can actively listen to a speech | * Teacher reads a speech about what they did over summer. * Then students write true or false for 4-5 statements about the speech. | Writing | Students can talk about their summer vacation | * Teacher writes some opening and closing statements on the board and gives examples of past tense verbs or sentences if necessary. * Students write their own speeches and practice them. | Presentation | Students can talk about their summer in front of the class | * Teacher reiterates good speaking and listening style. * One by one, students come up and read their speeches, using clear voices and eye contact. | https://docs.google.com/document/d/14lt6u48ADY7DZMHiTOM169NBCcrFfVQxLBoxcCcr86s/edit?usp=drivesdk | https://drive.google.com/file/d/1wLyn2FbZ8h8A7qsMYI8An3zeTT6EyEUx/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-09-03 | Shopping | Brandon Lindsay | JHS1 | Speaking, Writing, Grammar | Question words | Review textbook conversation | Let's Talk 4 | Students understand the conversation | * Listen and repeat the conversation. * Elicit meanings of each part. * Go over substitution drill. * Partners practice the conversation and switch. | Write a new version | Students can create their own version of the conversation | * Using the structure in the text, students come up with their own ideas and write it down in their notebooks. | Presentation | Students can use their conversation | * Each pair stands up in front of the class and roleplays their new conversation. Time allowing, they can memorize it first. | New Crown, p. 59 | https://docs.google.com/document/d/1vtlRIDcnOgtsjYAjWg_Kb8OzfKjUverTWHFCsgdMTlI/edit?usp=drivesdk | https://drive.google.com/file/d/1XwZYFJUgug4Aenf864HuFvC_7O_NNmim/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-08-30 | My Summer Vacation | Brandon Lindsay | Jason Packman, James Modlin | JHS1 | Listening, Speaking, Writing | Past simple tense | Verbs: Action verbs | Summer vacation | 5 minutes, think of some examples to provide in class | Intro simple past tense and dictation | Students can make sentences using ate, played, and went. | * Teacher asks students about summer vacation. * T then does three sentences of dictation, one example for each verb (ate, played, and went). * Students check answers with their neighbors or in groups for a minute. * In groups or individually, students write answers on the board. If individually, this can be done one word per student if time allows. | Original composition | Students can write sentences about their own summer vacation | * Students write multiple sentences about their own vacation, as many as possible in five minutes. | Listening and drawing | Students can understand their peers' sentences | * Teacher instructs students to draw twenty small boxes on a piece of paper in their notebooks, front and back. Also, T demonstrates good drawing practices, such as not drawing super-detailed pictures or scribbling. * One by one, students will read only one sentence from their list. * Other students listen and draw a corresponding picture. | Finding their pictures (if time allows) | Students can use English to talk about their pictures | * T demonstrates the conversation: A: Where are you? B: This is me. * Ss then talk to their classmates, where A shows the pictures and B points it out. | https://docs.google.com/document/d/1RaXPNVPSlH-TXwABGcCBKtN7MlhO5YUJBpl78sonJyk/edit?usp=drivesdk | https://drive.google.com/file/d/1btvRevBVEAAp3BWNtX0UYyUQ8T6DY7nC/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-08-30 | Summer Vacation Speech | Jason Packman | Brandon Lindsay | JHS2 | Speaking | Speech | Verbs: Action verbs | Past simple tense | Summer Vacation | paper for kids | Ask Students about their Summer Vacation | Students can give one sentence about their summer vacation | T tells students we are talking about summer vacation. Ask them to think about their summer vacation. Then, have them stand up and have each person say one thing they did. T only writes the verb they said | Students Listen to Teachers Speech | Students can tell the T what the T speech was about | T then writes on the board part of their speech. T then gives the speech to the students. T then asks students if they understood, what they understood. T slowly fills in the speech on the board from the students responses. T then repeats completed speech with the students. Example speech: I did many things this summer vacation. I went to a baseball game at Koshien I ate okonomiyaki in Osaka. I saw some temples in Nara. I had an excellent time. | Ss write and practice their speech | Students can say their speech without looking at their notes | T tells students, now you will write your own speech. T tells students to use teacher's speech as a model, changing what they did and how was their summer. Emphasize that students should use three different verbs. T goes around the room, checking for questions or giving help. When most S have finished, T puts S in pairs and tells S to practice their speech. T should change pairs many times to keep S moving and speaking. T should tell students on their third or fourth pair that they should not be looking at their notes | Summer Vacation Speeches | Students can give a speech about their summer vacation to the class without looking at their notes | T calls on S one by one to come to the front to give their speech. | https://docs.google.com/document/d/1nQwsdtXXVkMzuVwQ1VkHfaSh9MFrkDmadUVQG6syCgw/edit?usp=drivesdk | https://drive.google.com/file/d/1iMtoZtQmHH9qbYaNTo4qSnw_fHXBAcIh/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-07-20 | Family & School Life | Mary McCaffery | SHS2 | Listening, Speaking | Adverbs of frequency | school themed question cards, family print | listening activity warm up | complete when students listen to a dialogue and answer questions | school life survey | complete when students have asked assigned question to as many students as they can in allotted time | each student is given a different random question about school and they must survey their classmates writing the different answers. At the end, the results are shared in a discussion group with other students adding their opinions and commenting if they agree or disagree. | Describing family members | complete when students have written at least 4 sentences using adverbs of frequency about their family members. | Students are given a print to fill out about different family members using frequency adverbs. They describe how often a member does something. The answers are shared in a discussion group and other students can comment and share their opinions. | https://docs.google.com/document/d/11dcxHnV-TTWGzKBCaHxDA9yzPu1D9biMG4wzQJoJMbQ/edit?usp=drivesdk | https://drive.google.com/file/d/1D1fDGT82JUnFWuf8ONDVj2tO6hPVr0I1/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-07-20 | Talking about experiences | Mary McCaffery | SHS2 | Listening, Speaking, Writing | Past perfect simple tense | CD, listening device, print | warm up - listening activity | listen to the monologue and answer the questions | describing common activities in Japan | complete when students understand the focus language and can give an appropriate example | look at four different pictures about activities in Japan. Student choose one and describe if they have ever done/seen/eaten that. Then describe in further detail. | Ask and answer questions to different students | complete when students have asked at least 10 students different present perfect questions from the print and understood the response. | Students walk around class asking different students different questions. They take a memo of the answer so they give feedback at the end. | Pair work interview | complete when each student has asked their partner many questions about an experience they had. | Using a list of questions from a print, students ask their partner one Have you ever...? question. Then they ask several follow up questions to gather more information about the event. Once both students have their answers, they report their partner`s experience to the class. | https://docs.google.com/document/d/1ljJwmV4SLkyQmB7UflOnJyzYm1oAzQ-XecS2CFZi87I/edit?usp=drivesdk | https://drive.google.com/file/d/1kRALIle9lC2CdZkWjCgYN1aFeoYpFYf7/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-20 | Location Directions | Mary McCaffery | SHS2 | Listening, Speaking | Prepositions of place | two versions of a map for pairwork, mall print, quiz sheet | review quiz | Complete when students finish the quiz based on the last lesson`s materials | Vocabulary review | Complete when all phrases and vocabulary have been reviewed and students don`t have any questions about the target language | pairwork location directions | Complete when both students have described locations to their partner and their partner has correctly found the location on the map | Student A and B take turns asking where a building is. The answering student describes the location. They do as many as they can during the allotted time. | location directions and having a short conversation | complete when each pair has asked and answered questions based on the print | in pairs, using a print of a mall with different shops, students ask each other which shop they want to visit, where it is and why they want to go. | https://docs.google.com/document/d/14KcQwWbu9ShAsVUAIb6cqpWFMcJq4QYdUWSzjlG-kYc/edit?usp=drivesdk | https://drive.google.com/file/d/1gjMKab_H0jl7ZzuaX1HoDT6vlX0ZrRRX/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-07-09 | SHS3 Basic Lesson 25 Describing Future | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Future phrases | 10 minutes | Check homework previous lesson | Answers given | Chorus vocabulary Unit 14 page 127 | Check understanding | Model and pair work page 128 | Pair work complete | Model and pair work page 129 | Pair work complete | Model and pair work pages 130-131 | Pair work complete | Assign homework Activity Workbook Unit 14 Sections A, B, C | Check students understand homework | Side by Side Book 1 | https://docs.google.com/document/d/1uplgZsrOdq0QoQC7fZitGGqI7pgL48ZyO4wsaiaLb1k/edit?usp=drivesdk | https://drive.google.com/file/d/1uyG_0LWGo3g5nfNsmYb4ryBKs9u6NThN/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-07-08 | SHS3 Basic Lesson 24 Expressing Obligation | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | MUST or HAVE TO (obligation) | 10 minutes | Check homework from previous lesson | Check answers | Do listening exercise on page 121 | Check answers | Model and pair work page 122 | Pair work complete | Read passage page 124 and assign reading check questions page 125 | Check answers | Assign homework Activity Workbook Unit 13 Sections H, I, J, L | Check students understand homework | Side by Side Book 1 | https://docs.google.com/document/d/1vVQzv8byZkVW4W1sL8yDZGwI1ls9-1bC69biQa1aXng/edit?usp=drivesdk | https://drive.google.com/file/d/1DFMyOWvun-jbHeCAqcFCldS8X9e_pmeI/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-08 | SHS3 Basic Lesson 23 Expressing Ability | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | CAN | 10 minutes | Check homework from previous lesson | Answers given | Chorus vocabulary Unit 13 page 117 | Check understanding | Model and pair work page 118 | Pair work complete | Model and pair work page 119 | Pair work complete | Read passage page 120 and assign reading check questions | Check answers | Assign homework Unit 13 Sections A, B, C, E, F | Check students understand homework | Side by Side Book 1 | https://docs.google.com/document/d/1KmS_KMmA08zh2kPykTHL6COfMLXVP19hgdTVpfYG1OE/edit?usp=drivesdk | https://drive.google.com/file/d/1mg0CetchZgG_VdDCsdG0E-gteabRBgZM/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-07-08 | SHS3 Basic Lesson 22 Unusual activites | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Present continuous (progressive) tense | 10 minutes | Check homework from previous lesson | Answers given | Read passage page 112 and assign reading check questions | Check answers | Do listening exercise page 112 | Check answers | Read passage page 113 and assign reading check questions | Check answers | Assign homework Activity Workbook Unit 12 Sections F, G, I | Check students understand homework | Side by Side Book 1 | https://docs.google.com/document/d/1ZD6XPhgk0UWNUE0_pqEX9q9BD5JY3Z-FwMrwiCdD3GU/edit?usp=drivesdk | https://drive.google.com/file/d/1pCJjsYVQ8VGfxMUvo9VZAI85ok7sIJVL/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-08 | SHS3 Basic Lesson 21 Feelings and emotions | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Adjectives to describe feelings / mood / tone | 10 minutes | Check homework from previous lesson | Answers given | Chorus vocabulary Unit 12 page 107 | Check understanding | Model and pair work pages 108-109 | Pair work complete | Model and pair work pages 110-111 | Pair work complete | Assign homework Activity Workbook Unit 12 Sections A, B, E | Check students understand homework | Side by Side Book 1 | https://docs.google.com/document/d/1R9qDV2Bi2g0puPowq_eA_ICFqqVsmE7bjSHsKf1KaDk/edit?usp=drivesdk | https://drive.google.com/file/d/1DrW1_xkRPq28-tFPtwyIEOo3Vngs1m1U/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-08 | SHS3 Basic Lesson 20 Describing people | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Pronouns: Possessive pronouns | 10 minutes | Check homework from previous lesson | Answers given | Model and pair work page 102 | Pair work complete | Read passage page 104 and assign reading check page 105 | Check answers | Do listening exercise page 105 | Check answers | Assign homework Activity Workbook Unit 11 Sections H, J, K, L, M, O | Check students understand homework | Side by Side Book 1 | https://docs.google.com/document/d/1FtTjXQQLsWGf2Ixqa1f-rHdhR8QIoaXJMb2-4q7onOA/edit?usp=drivesdk | https://drive.google.com/file/d/1em9lYLVwnsnoXKyOHEcSMv6WfoqoPosr/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-08 | SHS3 Basic Lesson 19 Frequency of actions | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Adverbs of frequency | 10 minutes | Check homework from previous lesson | Answers given | Chorus vocabulary Unit 11 page 99 | Check understanding | Model and pair work page 100 | Pair work complete | Model and pair work page 101 | Pair work complete | Assign homework Activity Workbook Unit 11 Sections A, B, D, E, F | Check students understand homework | Side by Side Book 1 | https://docs.google.com/document/d/1MzNtvAZsI7uQJ4JugF2rWJE-CSug72xbts9EkUasjsk/edit?usp=drivesdk | https://drive.google.com/file/d/1HzqfItH2mnMnPtZhZXRasKSQc_8hgtQo/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-05 | SHS3 Basic Lesson 18 Interests and Activities | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Present simple tense | 10 minutes | Check homework from previous lesson | Answers given | Read passage aloud on page 92 and check understanding | Students understand | Assign reading check questions on page 93 | Check answers | Do listening exercises on page 93 | Check answers | Assign pair work using questions from page 95 | Pair work complete | Assign homework Activity Workbook Unit 10 Sections E, F, H, L | Students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1HYTrlqLh_1Ff7f8PHdXagA23dhzDFbpIybZs3sHlaI0/edit?usp=drivesdk | https://drive.google.com/file/d/10F5qbsbEVxJZlI0QtSGgokbkOrsOpvGn/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-07-05 | SHS3 Basic Lesson 17 Habitual Actions | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Present simple tense | 10 minutes | Check homework from previous lesson | Answers given | Chorus vocabulary on page 87 | Understanding checked | Model and pair work on pages 88-89 | Pair work complete | Read passage on page 90 and check understanding | Understanding checked | Pair work page 91 related to passage on page 90 | Pair work complete | Assign homework Activity Workbook Unit 10 Sections A, B, C | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1WaBP6IkMISdH2T_0W-IEmHpxrguct5x3sbycR8PEqSM/edit?usp=drivesdk | https://drive.google.com/file/d/1DYbek-E_T3tDmOheUdIhQFJQ_pSj3aPn/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-07-04 | SHS3 Basic Lesson 16 Languages and Nationalities | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Present simple tense | 10 minutes | Check homework from previous lesson | Answers given | Model and pair work page 82 | Pair work finished | Read passage on page 83 and assign reading check up questions from page 84 | Check answers | Repeat listening exercise on page 84 twice. | Check answers | Assign homework Activity Workbook Unit 9 Sections F, H, I, K | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1r54IVuiGiIn0KxhJybVA3iQ4q5CtyjY2pmXkhVQmfLE/edit?usp=drivesdk | https://drive.google.com/file/d/1G_NPFWHDUBuhHZzIqSHfvaPPcdu7nin5/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-04 | SHS3 Basic Lesson 15 Everyday Activities | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Present simple tense | 10 minutes | Check homework from previous lesson | Answers given | Chorus and check understanding of vocabulary on page 79. | Understanding checked | Model and pair work page 80. | Pair work complete | Model and pair work page 81 | Pair work complete | Assign homework Activity Workbook Unit 9 Sections A, C, D | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1B4XXHutWTGw_ssrvQqZ7qfzS5EDn6CHAQLRfuWDbALQ/edit?usp=drivesdk | https://drive.google.com/file/d/1AcFD2wIHQWLaKbnBZfrvse289uy06zKX/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-04 | SHS3 Basic Lesson 14 This/That/These/Those | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Pronouns: THIS, THAT, THESE, THOSE (demonstratives) | 10 minutes | Check homework from previous lesson | Answers given | Read passage on page 72 to students and assign reading check questions | Check answers | Model and pair work on page 73. | Pair work finished | Model and pair work on page 74. | Pair work finished | Repeat listening section questions twice on page 75 | Check answers | Assign homework Activity Workbook Unit 8 Sections J, K, L, M, P | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1AWlL_YNWnQ5_LJKip1yHlg1YT3axearhhs69slsjdrI/edit?usp=drivesdk | https://drive.google.com/file/d/1m2ZxYsoeAbrEIS2utUzlvRFRPtkK-23N/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-07-04 | SHS3 Basic Lesson 13 Singular/Plural | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Adjectives | 10 minutes | Check homework from previous lesson | Answers given | Chorus and check vocabulary pages 67-68 | Understanding checked. | Do singular/plural pronunciation exercises page 69 | Check answers | Model and do pair work pages 70-71 | Pair work finished | Assign homework Activity Workbook Unit 8 Sections A, B, C, G | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1IZGNhH64sXkJl3V-1n3oNgvCO1B80la9eEZkalyXaSg/edit?usp=drivesdk | https://drive.google.com/file/d/1_Fm-wIdBdbISp_qKnd-yN_MaplYx-GDG/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-03 | Current Events: Aggretsuko | Alvaro Leiva | SHS3 | Listening, Speaking, Reading, Writing | NONE | Current News Events | Less than 1 hour; edit articles so that it is easy to understand for students, check which words are needed for vocabulary word list, youtube videos downloaded to be played during lessons, Japanese translations of vocabulary words, English definitions of vocabulary, worksheets for students. | https://www.japantimes.co.jp/news/2018/05/19/national/media-national/sanrio-characters-reflect-realities-life-work-rage-included/#.WwdveqTRDIX | Pass out vocabulary form, have all students do the Japanese translations and match the English definitions | All Students have matched and translated all words | Do warm-up questions | All warm-up questions have been answered | Show the youtube videos | All students have watched videos, answered any questions from teacher about videos | Youtube videos need to be downloaded; https://youtu.be/1n3xXuEyr40, plus episode 22, 60, and 90 | Read article with students | Article has been read | Students answer comprehension questions | All questions have been answered | Teacher should take time to go through each question and try to get students to explain their answers in details | Students read second article | Article has been read | Students answer comprehension questions | All questions have been answered | Teacher should take time to go through each question and try to get students to explain their answers in details | Students answer group discussion questions | All questions have been answered | Teacher should take time to go through each question and try to get students to explain their answers in details | https://docs.google.com/document/d/1eM3ina9oUBkFzBfRTYfnR6EBnWMuMpgtOuRvsKXLPtI/edit?usp=drivesdk | https://drive.google.com/file/d/1YcMKwET7Z9mmR1u5cY1pL8lWB4FvjskT/view?usp=drivesdk | |||||||||||||||||||
| 2018-07-03 | SHS Composition: Semester B Lesson 1 | Stuart Dalziel | Andy Hughes | JHS3 | Writing | OTHER | Letter Writing | Print materials, become familiar with plan. | https://drive.google.com/open?id=1kpVdXq8JsRsRSG-VecYebTdueaoLj9De, https://drive.google.com/open?id=1y7pWhiZSNniVfjsH0K0GE_R98MY8exCW, https://drive.google.com/open?id=1OqzClcVIllHGl9__NZlplsGeKozT52Q3 | Greet students and return assignments G and H, giving group feedback where needed. | All students have received their previous work and had a chance to review the teacher comments (there are 2 assignments to come back so please give longer than usual) | Short form composition | Distribute Andy's "letter from Pepe" handouts, give students 5 minutes to complete without further instruction. Swap papers and undertake 3 min of peer review. Writing trackers filled | Handouts distributed and discussed. Boris letters distributed and completed within 10 min. Peer review if time. | Time is up. Writing trackers filled | Final homework distributed and explained by JLT. Set up for the this semester's homeowrk explained (choice given but in the abscence of a university related reason not to, question pertaining to day's language learning should be attempted. Some students will be taking listening with Jenny in substitute for these tasks. If any time remains students can begin homework. | All announcem,ents made or bell rings. | https://docs.google.com/document/d/17MnABLUgjmhI8GkKjSJW2ORKwrpQ34dMPa34VNYkdzc/edit?usp=drivesdk | https://drive.google.com/file/d/1xz8B0DvtNYzATlu8AFy2sXmMHqTlg9nN/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-03 | SHS3 Basic Lesson 12 Prepositions final | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Prepositions | 10 minutes | Check homework from previous lesson | Answers given | Read passage page 63. Check comprehension and assign reading check questions. | Check answers. | Read passage page 64. Check comprehension and assign reading check questions. | Check answers. | Do listening exercises on page 65. | Check answers | Assign homework Unit 7 Sections H, I | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1g5mEV2VoxrpJlgBTkEUJx8UJLxrR5MVGPzcDo6XrrCI/edit?usp=drivesdk | https://drive.google.com/file/d/1ZmCQC3rpAFoNFOgwGkj_R3VToZ1T5B2G/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-03 | SHS3 Basic Lesson 11 Prepositions continued | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Prepositions | 10 minutes | Check homework from previous lesson | Answers given | Model and pair work on page 59. | Students complete pair work. | Check vocabulary, model and pair work pages 60-61 | Students complete pair work. | Model and pair work page 62. | Students complete pair work. | Assign homework Unit 7 Sections F, G | Students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/160qnjUX3O5kloxRirpE3ofg3a4IZ017W8VePccEePPo/edit?usp=drivesdk | https://drive.google.com/file/d/1IigZQiT5x4LoCZ2jgnpodpAVT5kNiLXF/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-03 | SHS3 Basic Lesson 10 Prepositions | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Prepositions | 10 minutes | Check homework from previous lesson. | Answers given. | Chorus vocabulary for Unit 7 page 55 | Students understand vocabulary | Model and pair work conversation on page 56 | Students finish pair work. | Model and pair work conversation on page 57 | Students finish pair work. | Assign homework Activity Workbook Unit 7 Section A, B | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1eBSLQlsWWYe87md98NlZZonH7bRwa9py7d6jkMOxBw4/edit?usp=drivesdk | https://drive.google.com/file/d/1CmMl8I96mLj0FQZ4l-UDL-hi1UbkOEfa/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-07-03 | Future Tense: Will | Scott Link | JHS2 | Speaking, Pronunciation, Writing, Grammar | Future simple tense expressed with WILL | Time to print out board games and writing paper | I check the students' homework from last week about planning a vacation with "be going to" | I have checked all homework | I review "be going to" | Students remember "be going to" | I teach how to make future tense with "will" | Students understand how to make a future tense sentence with "will" | Students rewrite their sentences from the vacation activity with "will" instead of "be going to" | All students have completed rewriting their sentences and I ask some students to share. | I explain the board game | Students understand how to play | Students take turns rolling dice. If they land on a letter, they have to make a "will" sentence with that letter. For example "A" is "I will eat an apple." The student says the sentence and writes it on a paper. | Students play the game, say their sentences, and write their sentences | They finish the game and hand in their sentences for checking. | https://docs.google.com/document/d/1CEgUSAfE78xH9_1pIqh0l3KE5GYxCwdaahhIR8p-vNs/edit?usp=drivesdk | https://drive.google.com/file/d/13fzJNQQtk2A_mK0nUe1LCkrKwr9s0ewI/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-07-03 | TOEIC Reading Test: Text Completion | Scott Link | SHS3 | Reading, Grammar | Parts of speech and context | Parts of Speech | Some time to check all the worksheet answers and determine how to explain the grammar behind each answer, then time to print out the worksheets | I explain to students about how to check for context in text so they can choose the correct tense and/or phrase to complete the text. | Students have a grasp on looking for context | Students look at the problems on the worksheet and determine the tense of the missing parts and choose answers | Students have finished and we have checked the answers together. Then I go into detail on the answers | Students do a bit more practice and use the 2 pass method from the previous lesson as well. | We have checked the answers to the practice questions | Students take a mini test | Students have finished and we have gone over all the answers in detail. | Tactics For Toeic Unit 6 | https://docs.google.com/document/d/1-fpccVtTJhYiazwR4WqFiWnnEprr1Xjva7xbJj3qICk/edit?usp=drivesdk | https://drive.google.com/file/d/16rPyn4RcnkktpZpfRdPYv_SEClQnD8tM/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-07-03 | Future Tense "be going to" | Scott Link | JHS2 | Speaking, Pronunciation, Writing | Future tenses | Time to make copies of my worksheet | I review tenses that the students have learned already | Students have reviewed tenses | I review simple present, present continuous, and simple past | I teach the students how to form future tense sentences with "be going to" | Students understand how to make future tense with "be going to" | I explain the activity. Students have $10,000 to use for a vacation. They have a list of things to choose from and deduct the cost of each from both. They write future tense sentences about what they are going to do on their vacation. | Students understand, planned their vacation, and wrote the future tense sentences. | I ask students to tell me what they are going to do on their vacation | Some students have said out loud what they are going to do on the vacation. | https://docs.google.com/document/d/1Yci14CqJ53i7P_ZaitFTFE2kVf4YZvRIQ26C13lIH_g/edit?usp=drivesdk | https://drive.google.com/file/d/1Rmp9m5kGoplaEcuqnr3DY9W0LU2cZZ9I/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-07-03 | Timed Speaking/ Numbers Scanning | Scott Link | Plan and materials designed by Scott Rosnick | SHS1 | Speaking, Reading | Speaking about a topic without stopping | Text scanning | Numbers: Cardinal numbers | Numbers: Ordinal numbers | Time to prepare worksheet and make prints for students | Teacher explains timed speaking | Students understand how to do timed speaking | Students are in pairs, they take turns speaking. 1st round is 60 seconds each, 2nd is 45 seconds, 3rd is 30 seconds. Students speak about the same topic 3 times until the last time is quick and smooth. | Students do timed speaking activity | Students have spoken to 3 people | I hand out numbers scanning worksheet and explain the activity | Students understand how to do the activity | Students are scanning their textbook for numbers that they see. The numbers can be cardinal or ordinal in number or English word form. They write the numbers they find and the page and line number the number was found on. | Students scan their textbook for numbers | Students have found the numbers in Unit 5 | We go over the numbers found together and students explain the context of the numbers | All found numbers have been discussed and explained. | Crown Unit 5 | https://docs.google.com/document/d/1y4kPTL1Kd_Hu0QnlOhTA90y1BI_QimTBHSe_uM3g_mE/edit?usp=drivesdk | https://drive.google.com/file/d/1BRW3j4pXPrIATblhtj5N3-vLCpCvCWhj/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-07-03 | Zero Conditional | Scott Link | Scott Rosnick, Alvaro Leiva | SHS1 | Speaking, Reading, Writing, Grammar | Conditional 0 (zero) | However long it takes to look at the textbook and figure out how to explain the grammar. | Students learn vocabulary of emotions | Students understand the emotions vocabulary and know that they are adjectives. | Students listen to and repeat a conversation that uses zero conditional | Students have said the conversation and Teacher explains some phrases within the conversation | Teacher explains Zero Conditional | Students understand what a zero conditional sentence is and how to make them. | Students fill in some blanks to make zero conditional sentences | We go over the answers together | Students practice pronunciation and intonation of zero conditional sentences | Students can say a zero conditional sentence with proper intonation | Students interview each other and ask zero conditional questions | The students share what they learn about their partner with the class. | Four Corners pg 8-9 | https://docs.google.com/document/d/11sLBUCbOXjukswgZKd3kvLFGsW8WPR6TaLrUbmBeQJI/edit?usp=drivesdk | https://drive.google.com/file/d/1MjCDPkucaI_sif_AtBL73-cp-LH9xnJe/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-07-03 | TOEIC Reading Test: Incomplete Sentences | Scott Link | SHS3 | Reading, Grammar | Strategies for TOEIC Reading Test | Parts of Speech | TOEIC Reading TEst | About an hour preparing prints and planning how to explain the parts of speech | Explain parts of speech | Students understand the difference between and how to identify nouns, adjectives, verbs, and adverbs | Students identify what parts of speech are missing from sentences and choose correct answer to fill in the blanks | Students have finished answering and we go over the answers together | Explain the 2 pass method | Students understand the 2 pass method and have completed the exercise | Students go over the questions once quickly, then over them again to take time with more difficult questions | Students do some questions by both identifying missing parts of speech and using the 2 pass method | Students have answered the questions and we have gone over the answers together | Students take a mini test | We go over the answers together. | Tactics for TOEIC Unit 5 | https://docs.google.com/document/d/1-lRP97sJR-vT-gZ7_JyMSl1HK6MuIYsNX1bbshuBqGI/edit?usp=drivesdk | https://drive.google.com/file/d/1mkOj5oZYk0y9mhVpvg_DcLc0RulUkmq_/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-07-02 | I'm Meeting Friends Later 5.1 | Stuart Dalziel | JHS3 | Speaking, Grammar | Future perfect continuous (progressive) tense | Print worksheets, read through plan. | https://drive.google.com/open?id=1lXIUd2ADLHdOni3ScnHNjicqjkF2IQ7K, https://drive.google.com/open?id=1ncRjBLOINSe5icxsQ1aAfXosymXDwiOn, https://drive.google.com/open?id=1uhVD9ddW0LlTJVnFiGf3BHOScIFKCiln | Welcome Back / Orientation | A brief greeting is instructed and a few examples of what students did elicited.Ss invited to ask each other what they did over the break, using the following structure:A: What did you do over the summer vacationB: SUBJECT + V2 + (OBJECT)Ss then instructed that for this session we will not be talking about past activities, but future ones. Dialogue amended to:A: What will you do this weekend.B: SUBJECT + BE + GOING TO + V1 (+ OBJECT)Examples elicited then conversation repeated using this structure. | Of course, if this is not your first lesson back from the break subsitute vacation for weekend! | Listening | P.46 Listening A and B conducted. Play as many times as needed and give MFP for any new vocabulary. Check answers. | If you don't have access to the listening, use the script. | Schedule PlannersBlank weekly schedules disseminated. Inform students that they are going to make arrangements to fill their schedule with the other students in the class. A: Do you want to + V1 (+OBJECT) on DAY?B: Sounds good / I’m sorry I can’t. I am V1+ING (+OBJECT) with STUDENT on DAYStudents approach their peers with a suggested activity and day. If the student approached free they must accept the invitation. If they have already made a plan with another student, they must reject the offer using the target vocab. When a student completes his or her schedule they may sit down. In order to get the most out of this activity, carry it out until every student has finished (or odd students with conflicting schedules are left standing.) | As detailed above | BUFFER Students move into groups of 4 and play a memory game chain, each giving a future plan sentence and then adding it to a list of the plans already given by the other teamates. Students continue after all four students have spoken, with the first student adding a second item to the list and so on. | Bell rings | Time Zones 3 (Unit 5, P 46-47) | https://docs.google.com/document/d/13fOqR3g6JID-BfQ83GBn1X937eSCG_MyxiZxKxVLvVg/edit?usp=drivesdk | https://drive.google.com/file/d/1pys9ElE_6MiNSCDeOx0gX3HBPgw94egX/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-28 | SHS3 Basic Lesson 9 Family members continued | David Gawron | SHS3 | Listening, Reading, Grammar | Present continuous (progressive) tense | 10 minutes | Check homework from previous lesson | Answers given. | Read passage on page 49 to students. Check unknown vocabulary. Assign reading check questions at bottom of page. | Check answers. | Read passage on page 50 to students. Check unknown vocabulary. Assign reading check questions at bottom of page. | Check answers. | Do listening exercise on page 51. | Check answers. | Assign homework Activity Workbook Unit 6 section E. | Check students understand assignment. | Side by Side Book 1 | https://docs.google.com/document/d/1zSCAsVFXpmaDnFH8rnfdUr4TZ_80bbGyWGiGPNNMdr8/edit?usp=drivesdk | https://drive.google.com/file/d/1ZDzPqH9lRJNQN9iN3WnvG0N0jGz-hz23/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-28 | SHS3 Basic Lesson 8 Family members | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Prepositions of place | 10 minutes | Check homework from previous lesson. | Answers given. | Chorus vocabulary Unit 6 page 45 | Check understanding of vocabulary | Model and pair work pages 46-48 | Students complete pair work. | Assign homework Activity Book Unit 6 sections A, C. | Check students understand assignment. | Side by Side Book 1 | https://docs.google.com/document/d/1hzxnA28SADfLSOMsCGjKIeBF9RDJxuErT-DRfJQfutM/edit?usp=drivesdk | https://drive.google.com/file/d/1n5IWFWLV-MwLpDVsqRq4Wv1erJmeVfi-/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-06-28 | Months and Seasons | Jason Packman | Brandon Lindsay and James Modlin | JHS1 | Listening, Speaking, Pronunciation | Nouns | months and seasons | number cards | Learn the Months of the Year | S can say what month their birthday is in | Teacher writes the first letter of the months of the year on the whiteboard and elicits the names of the months from the students. Drill the months of the year with the students. Saying the Months Race: Students one at a time say the month in order 1-12 in the order they are sitting. If one student makes a mistake, the students need to start again from January. Have students ask the teacher "When's your birthday?" and teacher should answer with "It's in ...." We are only focusing on the month, not the actual day. Then T has students stand up and answer when is their birthday. If team teaching, Ts can split the class into two and do a Q&A race | Learn about the seasons | S can say activities they do in a particular season | T writes on the four four boxes, and writes the months that correspond to each season in a box -- dec, jan, feb is winter, march, april, may is spring, june, july, aug is summer, sept, oct, nov is fall. S need to guess what season each is. Drill/practice saying the names of the seasons Put students into groups of 4 or less. They then have to brainstorm one activity people do in each season. (baseball in summer, moon watching in fall, etc.) T then writes those on the board and then corrects, drills, etc., with elicited vocabulary. | S | S can say activities that other people are doing | Introduce the structures (answer first) by writing on the board: We (play baseball) in the (summer). We (activitiy) in the (season). drill students based on the words on the board T will write numbers to correspond to the activities on the board. T explains charades. T draws a card, shows the card number corresponds to the number on the board and does the activity. T splits class into two, one person from each group comes to the front one at a time to gestur the activity based on the card number. Keep track of the winning team. Give the winning team a trophy, but a trophy that only exists in your heart. | Talk about summer vacation | students say what they will do in summer vacation | https://docs.google.com/document/d/1N2HHHQPziYHD_s4rNcASHV5jVLHPZrTLwbid05LHmM4/edit?usp=drivesdk | https://drive.google.com/file/d/1wQYMZJcbKi8kKABOD8-TkGb3bkk2lU8q/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-28 | Story dice | Brandon Lindsay | Jason Packman | JHS2 | Speaking | Past simple tense | Telling a story | Print out pictures of random potential story elements, put them on a worksheet, write a story using the pictures, bring 5 dice, 30 minutes | Listening to a story | Students practice reading a story | * Pass out a worksheet with pictures. * Teacher reads a story, where each sentence has a number. * Students listen and write the number next to the matching picture. | Group story writing | Students can create their own story | * Assign pictures to numbers 1-6. * Demonstrate how that rolling the dice corresponds to a story element and making a short story. * Make group of 4 or 5. * Students take turns rolling and writing a sentence in their notebooks. * Students write one sentence each and present as a group. | Class story | Students can create story sentences spontaneously | * Do the same activity, but this time all students are in a group and they can't write down their sentence. They have to say it spontaneously. Students can be chosen randomly or in order. | https://docs.google.com/document/d/1Bfo0nwDaZA8XWSctg_ikpT6jBKTSWKrXeGjcPqEZGRo/edit?usp=drivesdk | https://drive.google.com/file/d/1v0MG3oj4d8mEI0H-WhWL6-mraW3w2pmQ/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-28 | SHS1 Lesson 10, Modals review | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Modals | Print riddles handouts | https://drive.google.com/open?id=1U2lEjDBzizLG51azSgy8ab1IpvIMWFo88sGx5-oShMo | Greet class | S have warmed up | How was your summer vacation?' 'What have you been doing since July?' | Review modals | S have reviewed key grammar | elicit and drill with JTE to go over could have been, might have been, must have been etc. Remind them of pronunciation and elicit the level of certainty for each phrase. | Riddles task | S work in pairs to complete a riddles activity | S work in pairs and complete the riddles task, making PAST TENSE speculations about what could/might/must have happened. Remind S this grammar is for guessing. Give S about 2-3m per riddle and then feed back as a class. If they got it perfectly they get 2 points, if it was a near miss, 1 point. The pair with the most points at the end of class wins. This will take about 25-30m in all likelihood | If time: play criss cross reviewing grammar from first term | When S have played a speaking game and further reviewed this year's key language | https://docs.google.com/document/d/17_xVeAK--w46QBZZSgl9wDxIshH-ONP8vWEWteRjijY/edit?usp=drivesdk | https://drive.google.com/file/d/1DfOUo0A441FJHgegr8YQaOrgrBrZ9K1t/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-28 | JHS2 Lesson 12, Infinitives Review | Jennifer Willett | Also taught by Andy Hughes | JHS2 | Listening, Speaking | Infinitive structures | Handouts of the Ultimate Noughts & Crosses game, or the conversation game | https://drive.google.com/open?id=1sNJmuu7xbbBJ-JnB78vMHXFmkQqQVUrcjPUeWU8hsE8, https://drive.google.com/open?id=1TOT0tKNyCBHJ76Od6l6Q6JkPf1wRn_-ROUiYshMlXpQ | Greet the class | When S have warmed up and had a short English conversation | Ask S to work in pairs and ask 'What did you do in the summer vacation?'. Get a few pairs to share their answers. | Review infinitives | When S have remembered the key language from last term | With the JTE ellicit the different forms and usages of infinitives from the students, write them on the board and drill a few examples. | Play a speaking review game | When S have brushed up their usage of infinitives in spoken English | Students should play either the drilling game Infinitives Ultimate Noughts & Crosses, or the free conversation game titled 'JHS2 Lesson 11 2018-19, June Review 2' | If time: play criss cross with students | When S have shared infinitives sentences and improved attention to accuracy | Ask question such as: 'What do you like to ~?' 'What does your mother/father/homeroom techer/friend like to ~?' 'What is it your dream to do?' 'Where is it your dream to live?' 'What do you do to stay healthy?' 'What do you do to wake up when you are sleepy at school?' 'What is a difficult game to play?' 'What is a difficult subject to study?' and similar | https://docs.google.com/document/d/1nWh6opDl_ic4qSjXcl5ir6Ze4Kon3BqurI_TcCVJ5LU/edit?usp=drivesdk | https://drive.google.com/file/d/12w9XuHFi4JcGafyc3IihfhM9ynMXigkJ/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-06-28 | SHS3 Composition Lesson 9, Picture problems/Review | Jennifer Willett | Also taught by Andy Hughes and Stuart Dalziel | SHS3 | Writing | NONE | Short problem 9 handouts, short problem 10 handouts, | https://drive.google.com/open?id=1teOsqIp4H2clv7iAbaveQxk0kjVWxi9A0FRnlb_Ss2k, https://drive.google.com/open?id=1pSM45lp2EdGrCW35yyHmBKvEi1SxzF4mKABqU-wEUNE | Greet class and collect HW | When S have handed in assignment G | S will complete their final draft of assignment H over the vacation if it isn't done in class. | Review picture and dialogue problem tips from last week | When S have contributed some of the techniques covered last lesson | Elicit the techniques first, then refer back to the handout to fill in any points they've forgotten 5m | S apply techniques to their final draft H | S work in pairs to feed back about draft H, then re-write and do thier final draft H | S should swap papers, read their partner's and feed back as usual. 10m They should then write their final draft for H IN CLASS (usually this is done at home, but they already have vacation HW, so it makes sense to take this off their hands before the vacation). 20m | Alteratively: Students attempt short problems 9 &10 | When S have completed both problems and fed back in pairs | If you'd prefer, use problems 9 &10 to get S to practise a dialogue problem and a picture problem. | Independent Study Pack explanation | S have received and understand how to use their Independent Study Packs | Encourage S to use the pack in CONJUNCTION WITH university research. They need to familiarise themselves with the entrance exams fdor their proposed universities and start to concentrate on the relevant techniques. Encourage S to focus on speed primarily, as this is the biggest issue. 3-5m 5 times a week is very little commitment, but if done regularly will yeild results. | https://docs.google.com/document/d/1KuWz13OdVxwDfK55qfW4eTWYgcMWN4qztrOVRLs6CCg/edit?usp=drivesdk | https://drive.google.com/file/d/1PrcCZSzCAx0RRbu9n8bgfYeyLEJGbnzF/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-06-27 | SHS3 Basic Lesson 7 Adjectives continued | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Adjectives: Opposites | 10 minutes | Check homework from previous lesson | Answers given | Model and pair work pages 38-39 | Pair work complete | Model and pair work pages 40-41 | Pair work complete | Read passage on pages 42-43. Assign T/F reading check. | Check T/F answers. | Do listening exercises page 43. Repeat each sentence twice. | Check answers | Assign homework Activity Workbook Unit 5 D, E, G, H, I, J, L, M, N, Q | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/1vLRC6IwjbjLyBPji5dES4vBKtLw9kMfZpjZHCUWAZQE/edit?usp=drivesdk | https://drive.google.com/file/d/19o-nu17cntLHo-jm6A7DwgZjkKUey31_/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-27 | SHS3 Basic Lesson 6 Adjectives | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Adjectives: Opposites | 10 minutes. | Check homework from previous lesson. | Answers given. | Chorus vocabulary Unit 5 page 35 | Check understanding of vocabulary | Model and pair work pages 36-37 | Pair work complete | Assign homework Activity Workbook Unit 5 A, B | Check students understand assignment | Side by Side Book 1 | https://docs.google.com/document/d/11UhESB4KP9Z2H1xNpFqvXOPXReFLq57eVHKnCZltHYw/edit?usp=drivesdk | https://drive.google.com/file/d/1PCtR2N1OYjyxTJrWhRlRZUVDOAGh46be/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-06-27 | Review | Mary McCaffery | SHS1 | Listening, Writing | OTHER | review of all previous lessons in the semester | listening dialogue recordings, PC, review print | Class goal | complete when students understand the rules of the review and how each section is answered | Talk about the class goal and how to do the review print | Listening | complete when all recordings have been listened to and students have answered the questions | go through each listening section and give time for students to answer the questions and hear each recording twice | writing | complete when students have understood and answered all the questions | go through each writing section and give students allotted time to answer, during the review the teacher can hint and help with their writing to better prepare them for the actual test. | https://docs.google.com/document/d/1inoBvbnK_czsOrsr_Gwhz6555cfF8tePUCS7feiV0zM/edit?usp=drivesdk | https://drive.google.com/file/d/1mu3FsiHbPo8EHXZEbZZKuzRWcfSZs0PR/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-27 | Have you ever...? | Mary McCaffery | SHS1 | Listening, Speaking | Present perfect simple tense | warm up quiz print, Have you ever...? print 1 and 2 | warm up quiz | complete when students have answered questions in allotted time | quiz questions are based on the eiken style interview opinion questions from previous class | Have you ever...? short conversation | complete when students understand and practice short conversation format | various examples on print, go over a couple examples as a class and practice short conversation speaking, then ask students in pairs to ask and answer short conversation based on present prefect question and answer. Have a couple student examples presented to the class | Have you ever...? Interview | complete when students have asked questions to 5 different students and written their answers | Go over print and how to do, practice questions and check their understanding of the verbs and phrases used in the print, then students will ask 5 different students a question from the print. if the answer is no, they will ask a different student. If the answer is yes, they will ask a follow up questions to get more information. (Have you ever ridden in a hot air balloon? Yes - Where? In Gunma/When? Last year....) Review as a class and ask for sample answers. | https://docs.google.com/document/d/1WC0nnYRnUop2XDdu0htqq4KIqb7KiovFC2EYsJBk7EY/edit?usp=drivesdk | https://drive.google.com/file/d/1PAHxbaPBFVWBmqhDFSOOfxySF1R5wtg7/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-06-27 | Eiken Practice | Mary McCaffery | SHS1 | Listening, Speaking, Writing | OTHER | Eiken pre-2 interview practice | picture to draw, eiken practice print | reading | complete when all students have practiced reading passage aloud | students read a passage from pre-2 level Eiken and practice reading it smoothly. | listen and draw picture | complete when students have finished listening to the details and drawn a picture | listening exercise using Eiken style sentences that describe a picture they will draw and then compare to the real picture. (sentences like - A girl is walking three dogs on the right.) | Eiken picture description | complete when each student has practiced describing their pictures to their partner. | Each row of students in class has a different Eiken picture. They will each describe their picture to their partner. They can help each if they can't think of the vocabulary. As a class, review the different pictures and go over the common answers for the actual Eiken interview. (pic A - A boy is cutting cake. pic B - She ordered ice cream but he gave her juice by mistake. ) | Opinion questions | complete when students have written two opinion sentences for the questions on their print | Students are given two opinion questions from past Eiken interview tests and told how to answer. Then students write their own answers on their print and share the common answers as a class. | https://docs.google.com/document/d/1zpsHydfyO3DzEJO1QAkpbrKuam74pj4NSKmwxxssBWI/edit?usp=drivesdk | https://drive.google.com/file/d/1QoV7e6yWIz55kLO-O4Zu5YIameYO87Ao/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-27 | New Zealand Jeopardy | Mary McCaffery | Megan Danner | JHS3 | Listening | NONE | jeopardy game, video on New Zealand, quiz sheet | warm up - New Zealand slang quiz | complete when students have answered the quiz | let students work together to try and figure out the slang used in NZ and then review the answers | New Zealand short video | complete when students have watched the video twice and can answer some simple questions about the video | video is preparation for the jeopardy game | jeopardy | complete when game has been played and a team has won | play a version of jeopardy prepared with information and questions from the quiz and video done earlier in class as well as information about their upcoming study abroad trip to New Zealand | https://docs.google.com/document/d/1v1fJmiUL4-8ILxG16Coacf5mr3mMItAtPD5yoxwVYMA/edit?usp=drivesdk | https://drive.google.com/file/d/1htJh9lza5ehu0AUxVEYz1fDA9b64DHF5/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-27 | Review | Mary McCaffery | JHS3 | Listening, Writing | NONE | listening dialogue recordings, review print, PC | Talk about review | complete when students understand the goal of the lesson and the rules of the review class | hand out prints, explain each section of the review and the rules for the upcoming test. | listening | complete when all listening dialogues have been played and each section has been answered by students | practice listening sections similar to what will be on the test. give time for each section so the students write or circle the correct answers | writing | complete when students have completed the writing sections of the review | give students time for each of the writing sections on the review. help or give hints on how to do each section of the review during this class so they feel more confident for the test. | https://docs.google.com/document/d/1E4N1I1EUYCR2zxI9ju4gxocr-n1-BtJpLtkaVnadg-Q/edit?usp=drivesdk | https://drive.google.com/file/d/1tZwEyZkltNrg7RMc0wPkn9YoVpQccD26/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-06-27 | Summer Presentations | Mary McCaffery | JHS3 | short presentation class made for photo shoot of classroom | be able to write and talk about summer topics and present to the class, activities to photograph for school pamphlet and yearbook | NONE | power point about presentation, pictures of topics, presentation print | power point presentation | finished once students understand goal of the lesson | show the power point and explain how to make presentation, what topics, and tasks during the class | group work | finished when brain storm of given topic is complete and written on print | divide class into group, assign a summer topic, give pictures based on their topic, students 'brainstorm' ideas of their topic and write on their print | prepare presentation | complete when brainstormed ideas are written in full sentences and presentation materials are ready | take brainstorm ideas and write into full sentences. decide which student will present which part of their given topic. each student will speak for the group presentation. | presentations | complete when each group has presented their topic to the class and each student has participated in the presentation | students present their topic in groups in front of the class. each student will speak while showing the given pictures about their topic. | https://docs.google.com/document/d/1UUF7UCa6GCiZc8-BO_e1P5J3ycT58V8lAaAT5ITL0qw/edit?usp=drivesdk | https://drive.google.com/file/d/1d2_c05Zz03psQpsXv2HYNc48nbwIWLC0/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-27 | Directions | Mary McCaffery | JHS3 | Listening, Speaking | Prepositions of place | direction print with map and phrase list and examples | quiz | complete after listening to the dialogue and answering the questions in time allotted | practice listening | location preposition vocabulary practice | complete when vocabulary is practice, understood and can be used a key phrases. | go over list of key vocabulary, examples in sentences, practice sentence examples as a class with map print | pairwork | can use the key phrases without help in pair work | once finished, ask for a few examples in front of class, then review once more as a class showing multiples ways to describe location. | https://docs.google.com/document/d/1pGMfdGpUADk2LuU9IT2t6j_-lsbqNznE20riR_sWIrs/edit?usp=drivesdk | https://drive.google.com/file/d/1TWJcepVSwQFyQxS7zR4wMhl4l5itoWJq/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-06-27 | JHS1 Lesson 9 - SVC | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation | Subject and verb agreement | Print SVC Worksheet | https://drive.google.com/open?id=1P_1oV82knFIiOrz-3S5h6Gbk_ygx5GX5OQNce_IME-Y | Greet students | Students are warmed up and able to answer some questions from the previous lesson | Active listening | Elicit some answers from the students based on the conversation | Listen and repeat | Students listen and repeat the conversation | Discuss halloween and 'trick or treating' | Students understand the meaning of the conversation and can ask questions about special holidays in other countries | Model SVC worksheet | Students understand how to create their own SVC structures using the worksheet | SVC worksheet | Students complete the worksheet and present their ideas in front of the class. If possible, students are to be advised about their speaking tests for the following week | https://docs.google.com/document/d/12coZ8BvAoWTDwlQ32uOtzG5Qe9hwk7Gro4HrpVPOzRU/edit?usp=drivesdk | https://drive.google.com/file/d/182JxBBhWdnteHE31Z2E3tWIX42YVS_fP/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-27 | SHS3 Basic Lesson 5 Everyday Activities | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Adjectives | 10 minutes | Check homework from previous lesson. | Answers given. | Model and chorus vocabulary for Unit 4 page 27 | Check understanding. | Model and pair work conversations on pages 28-30. | Students complete pair work. | Read passage on page 32 and check understanding. Assign reading check T/F questions. | Check T/F answers. | Do listening exercise on page 33. Repeat each sentence twice. | Check answers. | Assign homework Unit 4 Activity Workbook. Sections A, B, D, E, H, I, J. | Check students understand assignment. | Side by Side Book 1 | https://docs.google.com/document/d/1a5ftN1DrueB5QdqhQJVRma4-Rc9Za7G77OKbob9aPx4/edit?usp=drivesdk | https://drive.google.com/file/d/1t0ZYwaVy0ms31tUtCr6lEGF0SxmM2NHx/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-26 | Review Lesson | Brandon Lindsay | SHS1 | Speaking, Reading | Future tenses | Summer vacation | Review pronunciation words | Shadowing | Students can pronounce the words in the text satisfactorily | * Shadow the entire text, correcting pronunciation where necessary. | Partner interview | Students are able to hold conversations about their summer vacation | * Tell the students they will interview three people about their summer breaks. * Give them a couple minutes to think about what they will say. * Let them interview three people. If people finish early, check their responses. | Checking | Students are confident of their language usage | * Either select some students to speak about their summer vacation or play a game that allows them to do so, such as human tetris (where they have speak and choose a tetris shape corresponding to the desks in the room and those people in that shape can sit down). | Crown Lesson 3 | https://docs.google.com/document/d/1sjBdIECXpIdOClHKdag9XihnlNur5LatTo7oiCLMuJI/edit?usp=drivesdk | https://drive.google.com/file/d/1Hp3C4GYzZ5Wc4oILUhPaa--IAGJLg_SH/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-26 | “Phones used to be much bigger” Part 2 | Stuart Dalziel | JHS3 | Speaking, Grammar | OTHER | Used to | Minimal if you have a copy of the book, just get familiar with plan and arrange seats into group tables of four. | https://drive.google.com/open?id=1q62kEnsMDlxgAijmNLd7iaf-8jzmFIrg | After a brief teacher lead recap of last week’s content, students are invited to complete P.89D about things that have changed in their life. Remind students if needs be that both positive and negative patterns are possible and that “but now” should be appended to discuss the current contrast.After students finish their list they mingle, discussing the changes in their lives with each other. | Students have all filled in the sheet and mingled for a sufficient length of time. | “What has changed” game.Students arranged into groups of 4. Each student places four small personal items (pens, erasers, small coin etc) on the desk at random. One student from each group shuts their eyes and covers their ears (other team members can police that this is done honestly) and the rest of the team alter one item on the table (removing it or changing it’s position). The student then opens their eyes and has to say what has changed, eg: “the green pencil used to be here”. If they are correct they score 1 point. Students tally their own points. | The game has continued until all students have had a couple of turns | Pair picture contrasts. Students put into pairs. P89 activity E completed (one student turns to page 130, one to page 128). Students are not permitted to look at each other’s books and must find out what has changed by quizzing each other about what they can see. After a difference has been established it can be expressed (either in writing or on paper) using “used to”. | Most pairs have noted all changes. | P.128 and 130 are not available in the teacher's copy of the textbook. | Buffer. If more time remains, students complete either P.89C, anything form last week’s plan they missed due to speaking test over running or any other previous material not completed this semester that is deemed worthy of review. | Bell rings | Time Zones 3: Unit 9. P:89, 128,130 | https://docs.google.com/document/d/1ZR38uvz2FzEau9qzyNlNnBEzh26IcGtY-oyna3lM3bU/edit?usp=drivesdk | https://drive.google.com/file/d/1LEhh4BjTy3AoFYwUZA_78j0DHGF6ckr2/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-25 | SHS3 Basic Lesson 4 Everyday Activities | David Gawron | SHS3 | Listening, Speaking, Pronunciation, Grammar | Present continuous (progressive) tense | 10 minutes | Check homework from previous lesson. | Answers given. | Chorus and check comprehension of vocabulary page 17 Unit 3 | Students understand | Model and pair work on pages 18-19. Focus on pronouns. | Pair work complete. | Model and pair work on pages 20-21. Focus on pronouns and action. | Pair work complete. | Read page 22 to students twice. Check understanding. | Students complete reading check-up on page 23, T/F answers. | Do listening exercise page 23. Repeat each sentence twice. | Check answers. | Listening script can be found on page 167. | Assign homework Activity Workbook Unit 3 Sections A, B, E. | Students understand assignment. | Side by Side Book 1 | https://docs.google.com/document/d/16hYCaWFFr3hLt9ovyRzUvKbeye6fGsi4CaLc8eFOmoI/edit?usp=drivesdk | https://drive.google.com/file/d/1A4cN465Nf4NfTq5KJIeG72n271Bz5eAk/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-06-25 | SHS3 Basic Lesson 2 Classroom Objects, Home | David Gawron | SHS3 | Speaking, Pronunciation, Grammar | Prepositions | 10 minutes | Check homework from previous lesson. | Answers given. | Chorus and check comprehension of vocabulary | Students understand vocabulary | Modeling of pair work and explanation of preposition "on" | Students finish pair work | Chorus and check comprehension of Rooms in a Home vocabulary | Students understand vocabulary | Modeling of pair work and explanation of preposition "in" | Students finish pair work. | Assign homework from Unit 2 Activity Workbook. Sections A, C, D, E, F. | Students understand assignment. | Side by Side Book 1 Unit 2 | https://docs.google.com/document/d/1s-QJmR4-7UW0c2CPfIMCJ1R4rUMZQuVBoc9iIf2gGOs/edit?usp=drivesdk | https://drive.google.com/file/d/1clmVFAbgHmBJhQF8bz-vgKsxbZVauiWm/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-24 | Presentation and Interview Test | Brandon Lindsay | JHS1 | Listening, Speaking | Presentation | Present simple tense | Self-introduction | Choose four questions from what they previously practiced | Practice game | Students are ready to present | * Either play a quick practice game, such as categories using the previous questions, or simply give them time to practice. | Presentations | Each student has presented | * T demonstates good presentation style. * Without their notes, students present one by one. * T grades out of 100. | Interview test | All students have answered the questions | * Each student goes to the teacher in a different room to answer four questions. * T should ask the same four questions to all students in a given class to keep it fair. Perhaps change between classes so later classes don't have an unfair advantage. | Game | Students can wind down | * Play a game, such as hangman. | https://docs.google.com/document/d/1iIhtBF63qeuj4DK-JmplGHJGI9XNBNuG1dr9ycLgjY4/edit?usp=drivesdk | https://drive.google.com/file/d/19NJtsXjsGnO7InfZKRjeVK-gom4XfsYe/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-06-24 | SHS3 Lesson 3 Nationalities | David Gawron | SHS3 | Speaking, Pronunciation, Grammar | NONE | 10 minutes | Check homework from previous lesson. | Answers given. | Model and pair work of previous lessons prepositions "in" and "on" | Students finish pair work. | Read passage about nationalities and check comprehension | Students complete T/F exercise after listening. | Since there is limited media provided for this, I read the section aloud twice and check for understanding. | Model and pair work of location and personal pronouns. | Pair work completed. | Read aloud passage on page 15 and check comprehension. | Students make basic sentences using the reading check exercise on page 15. | Do listening exercises at bottom of page 15. Repeat each question twice. | Check answers. | Listening scripts start on page 167. I read each question twice using grading when appropriate. | Assign homework Unit 2 from Activity Workbook. Sections G, H, I, L. | Students understand assignment. | Side by Side Book 1 | https://docs.google.com/document/d/13snf3kVHe8zlqey2fsG4iFj8I_qqEevj5mDfitsQb_g/edit?usp=drivesdk | https://drive.google.com/file/d/1IriH4N8EVSXyOd9fHGLyJd4AZpcWXmMw/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-06-22 | Final presentation | Brandon Lindsay | JHS2 | Speaking | Presentation | Present simple tense | A person I respect | Grading rubric, 10 minutes to make and print if necessary | Final preparation | Students are ready to present | * Review expectations to be graded, such as a clear voice, having a picture to show, eye contact, etc. * Allow students 10 minutes or so to practice. | Presentation | All students have presented | * Students present one by one. Scores are recorded. | Game | Students are able to wind down from the presentations | * Play a game that isn't too taxing, such as human tetris. | https://docs.google.com/document/d/1WKVRFZRru9bTbuNsr4UeCV3kVfh-wXEkCMtsxgrzbFQ/edit?usp=drivesdk | https://drive.google.com/file/d/1aVjjRbAp57h_LzsEDZ6chRTL3yzmu46S/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-22 | JHS2 Lesson 11 2018-19, June Review 2 | Jennfier Willett | Also taught by Andy Hughes | JHS2 | Speaking | Infinitive structures | Talk about game' sheets (one between two) | https://drive.google.com/open?id=1dJfKuZxtcBYULZXBoijkuceMJ7x4Tc0J-aNGG8UE0T4 | Warm up | When S have practised using infinitives in free conversation | S warm up in pairs using the following prompt: 'What is your dream?'. 2-3 S feed back to the class, using the first and third person to talk about themselves and their partner's answer. (5m) | Controlled activity: criss cross | When S have practised the infinitive structures and common errors ahave been corrected | Play criss cross, using questions based upon the 5 structures studied this semester (5-10m): What do you think is easy to do? Why do you go to the library? What is your goal? What do you do to relax? Where is a fun place to visit? What kanji do you think is difficult to write? Why do you come to school? Who is it your dream to marry? What do you want to be? What do you do to have fun? Where is it your plan to live in the future? What do you think is delicious to eat? Why do you go to the park? What is your hope? What do you do to celebrate your birthday? What is a fun game to play? | Communicative activity: Play the 'talk about' game | When S have worked in pairs to extend their free conversation responses | The game is played in pairs. S janken, win= move 2, lose=move1. When demonstrating emphasise that S MUST answer using at least 3 sentences in response to the prompt. Try to get them not to list, but to ADD DETAIL. Demo the game (5m) S play the game (25m) | Summer vacation guidance | When S have been informed of teacher expectations over the summer | NET and JTE should remind the S what they are to do before finals and also what they must do in the summer break to keep their speaking and listening skills up (use the NHK radio program). (3-5m) | https://docs.google.com/document/d/1OdlIP4ax10A74n-jUeZIHPi1AQ4XVkumDjNmGxuLq_M/edit?usp=drivesdk | https://drive.google.com/file/d/1h_6Hd0TVdqycx9O6po-s4wfaF-P_k0_R/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-06-22 | Japanese Food | Adam Strauss | Brian Heilenman | JHS3 | Listening, Speaking, Pronunciation, Reading, Grammar | OTHER | See worksheet | https://drive.google.com/open?id=1lXyiZUnpGTEIXrLEg6Y6JzUVF1yMeSfA | Practice new vocabulary | When all vocabulary is understood. | Students play a quick board game on the worksheet using and following the sample dialogue. | When time has expired. | Students play a crossword game and give each other food hints. | When time has expired. | Students play a dice game and talk about their favorite food. | When time has expired. | https://docs.google.com/document/d/1fNaluYSJgP6HKRlNIWsZ0JlbCx_gK-jHPs9-4L4VCP0/edit?usp=drivesdk | https://drive.google.com/file/d/1d3Bz4jFW4KAEhwX6Zvj7qvgABReyGRLb/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-22 | Comparatives | Jeremy Gardener | SHS2 | Speaking, Reading, Grammar | Read Remember Speak | Comparitives | Comparison (comparative and superlative) | OTHER | Human-made wonders, Four Corners p44 | Four Corners page 44 | Read Remember Speak | Students read the passage that compares the Empire State Building and Rockefeller Center in NYC. | Read, Remember, Speak | Students silently read short portions of the passage and try to repeat them vocally without looking. | Students silently read short portions of the passage and try to repeat them vocally without looking. Their partners should be reading along with them and trying to help them if they make mistakes. | comparing 2 tunnels from tables of data | students complete comparative sentences | be sure that students are clear on how the negative structures work "A is not as big as B", and also the usage of "get" and "have". | https://docs.google.com/document/d/1MfNncgJOKDa_G2m4wU9E74YzuSR5s_f2iwShn2xFObo/edit?usp=drivesdk | https://drive.google.com/file/d/1sPffIS77gr2oI0CoOobfj7DbxOIyza1f/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-22 | Culture Talk 3 Schedule | Alvaro Leiva | SHS3 | Listening, Speaking, Reading, Writing | OTHER | Schedule | Less than 10 minutes; teacher should have some blank papers to write their schedule, game board from any online resources, dice, and a big planner for the blackboard, OPTIONAL; a worksheet with blank schedule for students to write | Go over days of the week with the students | All students have understood days of the week | Using a blank schedule or drawn on the blackboard, teacher writes down their activities on the schedule | Schedule is written | Teacher asks students what do they do on Mondays/Tuesdays/ect | Students have answered questions fromt teacher | If students are not sure what to answer, they can use the schedule on the blackboard made by teacher | Students write their own schedule on a piece of paper or worksheet | All students have finished | Teacher should write on the blackboard activities they can write on their schedule, such as play baseball, go to the movies, go shopping, study math, as to guide for the students | Students ask each other what do they do on XXXday | All students have asked and written down their partners activities | Students stand up, walk around the classroom, and ask each other, what do you do on mondays. Students check their schedule and answer the question. Students write down what their partner does and their names. They walk around until time is up | Explain to students about how to tell time | All students can answer teachers questions | If there is a clock, use the clock and ask students what time is it. Have the students answer the question | Teacher writes down on the board, the time they get up, eat breakfeast, ect | Teachers schedule is written on the board | I have used time I get up, eat breakfast, go to school, have lunch, go home, eat dinner, go to gym, sleep, take a shower, and study | Have students write down the time they do the activities from above | All students have finished | In groups of four, students receive a game board, they place their erasers on the START | All students have completed the game | I have a mario game board, whenever students land of a square, they flip a card over and students ask the question corresponding to the card. For example, what time do you get up? The student ask their partner on the left a question, then their partner must answer using their own answer written from their schedule, and rotate. Game finishes until all students have landed on the finish or when time is up | My Passport English Conversation, Culture Talk 3, pg 22-23 | https://docs.google.com/document/d/1lJLDF12azOlzOOSX_xD3x-QbWznfkGxu0J2wpx7oscw/edit?usp=drivesdk | https://drive.google.com/file/d/1agiHIR1wQzX78nYpHY_nooMpH99DsBGa/view?usp=drivesdk | |||||||||||||||
| 2018-06-22 | Lesson 3 Going Sightseeing | Alvaro Leiva | SHS3 | Listening, Speaking, Reading, Writing | OTHER | Sightseeing | Less than 30 minutes; need a blank map, magnets, a big clock, and small blank maps for students. OPTIONAL; worksheet with map on it plus key phrases. | Students read along with teacher | All students have read dialogue | Students do pair reading work | All students have finished doing pair reading work | Also good idea to get students to read in front of class. | Students work in pairs making original dialogues by cutting out key words in the textbook | Students have presented in front of the class their own original dialogues. | Using key terms from the following page, have students practice with a partner | Students have presented in front of class. | Using clock, explain to students what it means 30 minutes, 15 minutes, 45 minutes, 2 hours. Then have a volunteer stand up and adjust the time on the clock, and have students answer question from teacher. | Students are able to answer questions from teacher about time | Using big blank map on blackboard, explain to students directions | Students are able to go to the destination by following the teachers instructions | Explain left, right, straight, two blocks, three blocks, corners streets | Students in pairs are given a blank map, they ask their partners where a famous landmark is, partners guide them | All students have found all the places | Have interesting landmarks written on the blackboard. Places such as zoo, office post, shopping mall, school, airport. They are to find these places on the blank map. | My Passport English Conversation, Lesson 3, pg 18-19 | https://docs.google.com/document/d/1AL3VvrJxlpcOi1PUaJpy_qA-KWmmwZnts1BUFA469kY/edit?usp=drivesdk | https://drive.google.com/file/d/10fZ22g-nhhXe1c3e4QYfcx0pIrGMT1lA/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-06-21 | World Cup Lesson | Brandon Lindsay | Jason Packman | JHS1 | Listening, Pronunciation | Nouns: Proper nouns | World Cup countries | powerpoint, print karuta cards, 20 minutes | https://docs.google.com/document/d/1yQT8YDT5mUbCfc9eo4GKRjBrcED7JZh6qHVK67Ht-t8/edit | Learn the country names | Students can recognize the country names in English | * Elicit countries in world cup. * Show the powerpoint of the flags and maps country names. * Drill pronunciation. | Quiz game | Students can say the country names | * T uses powerpoint to play a quiz game. | Karuta | Students can connect countries to flags and/or maps | * In groups of five, students listen to the teacher and touch the card they hear. | https://docs.google.com/document/d/1jGRfPAPS2Nt3dTRAgCTohULY9e6zqd-ePyFtUKFNLNY/edit?usp=drivesdk | https://drive.google.com/file/d/1z4dYFtMEyZDxysrYPcqBmiwy0AxdR0rz/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-21 | JHS2 Lesson 10 2018-19, Infinitives Review | Jennifer Willett | Also taught by Andy Hughes | JHS2 | Listening, Speaking | Infinitive structures | IT'S ESSENTIAL TO KNOW THE GAME RULES HERE BEFORE CLASS: https://youtu.be/37PC0bGMiTI Review Ultimate noughts & crosses game worksheets (one per pair, plus spares & an A3 version for demonstrating) | https://drive.google.com/open?id=1sx3IqD7gHwT4GZDA54RAhthqeqgP7E3YjP5zvtG20d4 | Greet class & warm up | When S have practised using infinitives in natural context. | What do you want to do before the tests?' 'What do you want to do after the tests?' S practise in pairs and JTE picks 2 or 3 to feed back to the group. | Grammar review | When S have reviewed all 5 infinitive forms covered this term | Elicit the 5 types of infinitives studied: As object (She likes to watch TV.) As subject (It's fun to sing./To sing is fun.) As complement (His plan is to become a teacher.) Of purpose (I went to ABC Mart to buy shoes.) As adjectives (Do you want something to drink?) JTE should clarify any common misunderstandings as appropriate. | Ultimate Noughts & Crosses review game | When S have completed extensive verbal review. | Demo game: ******please refer to the following video for the rules:******* https://youtu.be/37PC0bGMiTI Demo the game with the JTE, if it's your turn you should answer, if it's not your turn you should read the question to your partner. S should use full sentences when answering, work in pairs. The game will most likely take S around 40m to complete. Should they finish they should play again (it's engaging and there are 81 different questions, so repetition is still valuable). Stop the game and clarify any common errors as they come up, before allowing S to continue. | Remind S of which pages to study for finals | When S know the relevant test info | Pg 90-92 Shin Chumon Wish S best of luck for tests Encourage them to use the NHK radio programme for summer study and warn them against entirely ignoring speaking and listening during the long break. They could use Netflix, YouTube, or similar to find English content they might enjoy. Typically I encourage them to check out cartoons they like in English (Disney etc), or learn songs they enjoy in English. | https://docs.google.com/document/d/1VkSSGjQh3E5GS3MY5iyEaiFnSKCVrb0_gtS-4XhlLeA/edit?usp=drivesdk | https://drive.google.com/file/d/1lxH4lVGEg7X8EWw-5tmuEB4iU-sWagnU/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-06-21 | SHS3 Basic Lesson 1 To be: Introductions | David Gawron | SHS3 | Speaking, Pronunciation, Grammar | NONE | 10 minutes with text | Go over classroom rules, expectations of participation, and homework requirements. | Students understand the rules | Model vocabulary and check understanding SBS Page 1 | Students understand vocabulary | Model and pair work first 4 basic phrases SBS pages 2-3 | Students understand how to participate in pair work. | Reading exercise SBS page 4 and check comprehension with reading checkup on SBS page 5. | Check answers. | Do listening exercise by reading statements aloud twice and having students circle correct answer. SBS page 5. | Check answers. | Point out summary page of Unit 1 on SBS page 6. | Students understand summary checking for refreshing memory before tests. | Assign homework from Side by Side Activity Workbook. Unit 1: A, B, D, G | Write homework on the board. | Students do not have access to the CD. So listening homework will not be assigned for the duration of the course. | Side by Side Third edition Book 1 Unit 1 Pages 1-6 | https://docs.google.com/document/d/1LG7HrUWeYjPT4BCgoUFn4hzAGvAABTIo3nYkd_9WI0g/edit?usp=drivesdk | https://drive.google.com/file/d/1iJBMjfXPsrkzje3U0-Sxba-LYjqVHX8V/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-06-19 | What I want to do, part 2 | Brandon Lindsay | SHS1 | Listening, Speaking, Reading | Future tenses | What I want to do in the future | Go over listening, 5 minutes | Reading | Students can pronounce key words | * Students read aloud through the section one at a time. | Listening | Students have improved listening skill | * Students listen and choose the best answer. Practice pronunciation. | Presentations | All students have presented | * Students can finish writing if they need to. * Students present and are graded. | Crown 1, p. 34-39, Listening Laboratory, p. 11 | https://docs.google.com/document/d/1kouBGul0muL2V_G1sjP9gX-botNyaiNc8PtLpz3bUeo/edit?usp=drivesdk | https://drive.google.com/file/d/1ESilmB_NfcpyVSqNNKvlh2ZIXPl2-XKq/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-19 | Q1 Presentation Prep | Scott Link | Alvaro Leiva, Scott Rosnick | SHS1 | Speaking, Writing, Grammar | Present continuous (progressive) tense | Present simple tense | Also Prohibition and Obligation | Speech about 1st 2 months of high school life | About an hour deciding speech criteria and making info prints for students | Explain to students about the presentation | Students understand what is expected in the presentation. | Students give a speech about their first 2 months of high school life. They have to talk for at least 1 minute. Their speech must include simple present, present continuous, prohibition, and obligation. (which are the grammar we have studied so far in this class. | Students spend a class period writing their presentations. | Students have completed their scripts and checked them with their teacher. | Students should memorize their script. | Script has been memorized. | This can be completed at home or in class. | Students give their speeches | All students have given their speech and received a score out of 30 points. | https://docs.google.com/document/d/17-oe3C0QN3-3nyrVmhA-0wlpTZfmH-lka-IvG1YOXPw/edit?usp=drivesdk | https://drive.google.com/file/d/1TvPjzMwoYLa70y8wfUuZdvHn__9Lblgh/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-06-19 | SHS1 Lesson 9 Review 1 2018-19 | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Modals | Passive voice or active voice | This will vary depending on the class, but all classes will need the review picture set | https://drive.google.com/open?id=1rUIrAIOrWQMm1JC7K_fNmz05jPPWs2p0vQH_nsjTEmc | http://www.teach-this.com/images/resources/passive-snap.pdf | Greet the class | S have greeted each other and teachers, some have fed back to the group | S ask a partner 'How have you been?' & 'What have you been doing?' to practise the present perfect progressive tense Get 2 or 3 S to feed back about themselves and a partner (so they use the first person, then the third person) | Passive voice review | S are refamiliarised with the passive voice | Play passive snap again. You will need to demo again with S in all likelihood. Remind them of the verb 'to spot [something]' and that there are 2 pairs with the same nouns reversed, so they need to really think about how to answer. Passive Snap game: (5m explanation/demo, 20m gameplay) http://www.teach-this.com/images/resources/passive-snap.pdf NB: Remove the cards with the verb 'spotted', or explain this in advance of playing the game. S work in groups of 4. They place one set of cards in a stack, face down on the desks and spread another set face up on the desks. They play rock paper scissors, the winner picks up a card from the stack and reads the sentence (e.g. John loves Kelly). The S reading the card is not allowed to play this round. The other 3 students must search for the card that has the same meaning with the active and passive roles reversed (Kelly is loved by John). If there is such a card, the first person to shout 'Snap', and place a hand on the card wins the pair of cards. If there is no match, the student places the card face up on the table. HOWEVER the cards all contain multiple similar pairs of cards so John loves Kelly, Kelly is loved by John will appear, but so will Kelly loves John and John is loved by Kelly. This ensures S really think about the active and passive roles within the sentence and don't blindly pick cards with the same nouns without thinking. If a student shouts 'Snap', when the cards do not match, they must give back a pair of cards they have previously won. They do this by putting the two cards back in the pile and reshuffling the pile. Students play until there are no more cards. The student with the most pairs wins. | Reprise the modals guessing game | When S have reviewed modals and gained fluency | S use modals in a natural context with an image as a prompt S work in pairs and take turns to verbally make sentences speculating about what happened in the pictures 'could have~', 'may have ~', 'might have ~', 'must have ~' AND negative equivalent pattens etc. | If there is extra time go back over any unfinished worksheets from the semester and pick up on that language | When S have further reviewed the key language for this semester. | https://docs.google.com/document/d/14tbosAc31_9eC-cJ2IeH07i3OIAqz8bEc0jglxCAU0U/edit?usp=drivesdk | https://drive.google.com/file/d/1BJO054GSLyTFfYJjFIM8GH3djJJHXKi7/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-06-19 | SHS3 Lesson 8 Picture Problems | Jennifer Willett | Also taught by Andy hughes and Stuart Dalziel | SHS3 | Writing | NONE | Answering university entrance exam picture problems | Picture problems worksheet, assignment H, Warm up composition problem 8 | https://drive.google.com/open?id=1GWaRRKVlDGMsp0VIKZjJVe8ubXARtUFZnTdHbCWvDns, https://drive.google.com/open?id=10qWwTXGU6RTQmPPxvX0FdiCEwIRUxSgEhEeclTnuvb8, https://drive.google.com/open?id=1E-7GOJlH0O493xUUjpvbXTEdScU73AvoLRY-A6CLc9E, https://drive.google.com/open?id=1NLCdK1D6HlibqV_eFbKiJHOFbmFMaKCf | Greeting & HW admin | Greet S & collect in HW assignment F, hand out H and explain as necessary | Ask S not to look at the pictures closely, so as to prvide the closest test style conditions as possible when they choose to answer the questions. | Introduce picture problems | CompleteWhen you have reviewed the PICTURE PROBLEMS worksheet, answered questions, and Ss seem to understand. | •Explain many top universities (Tokyo, Hititsubashi etc) use picture problems •Remind them of the picture problem they tackled in the mock test in lesson 1 •discuss methods of approaching picture problems using the worksheet •Read through the “DO” and “DON’T” sections. Elaborate as necessary. •Briefly overview the useful grammar, particularly the difficult phrases and the “Speculate!” section. •Read through and explain one or both of the picture problem examples on the back. NOTE: one is an example of discussing the “moral of the story” while the other is an example of “speculating on the situation,” both of which are techniques emphasized in the PICTURE PROBLEMS worksheet. | S do warm up problem 8 | When S have completed the problem using the techniques taught and reviewed in pairs. | S apply the techniques taught to the warm up problem 8 •Make sure they try to incorporate the language from the “USEFUL LANGUAGE” section of the PICTURE PROBLEMS worksheet 5m, 50-75 words 'Describe what is happening in this picture'. Once finished they should critique a partner's answer for 2-3m | Ss critique each other’s HW drafts | When S have applied techniques taught in this session to evaluating their partner's draft | •Ss critique each other’s drafts of Assignment G. •They should make sure their partner’s paper has things such as a thesis, P.E.E., appropriate conclusion etc. Make sure they're using appropriate grammar for predictions, especially with regards to correct usage of the second conditional. | https://docs.google.com/document/d/1zLcEw2qkOdnhlInRbWGW8pVHydvZtDTnpbndbDjmjKk/edit?usp=drivesdk | https://drive.google.com/file/d/15lM8Arty7I65GI7ZAGmZWN7r1Q9ypww4/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-06-19 | JHS1 Lesson 8 - Present Progressive | Andy Hughes | JHS1 | Listening, Speaking, Pronunciation, Grammar | Present continuous (progressive) tense | Print and prepare Charades cards | https://drive.google.com/open?id=10lqhqNNpzZh1D9seyuwP4W1Ch2_atbiyoUBRpKtz2bc | Greet students and introduce some simple present progressive tense using pictures | Students can identify the pictures and correctly identify target vocabulary | Active listening, model conversation with closed textbooks | Students can answer questions based on the conversation they have listened to | Model the conversation, this time with open textbooks and the students repeating each sentence | Students can accurately repeat the conversation. Any difficult words or pronunciations will be explained and focused on | Conversation practice | Students practice the conversation in pairs and then present to the class | Demonstrate activity 1 | Students can create their own conversation using the examples. This time, they can replace the words highlighted in bold with their own ideas | Model and play Charades game | Model the game with the JTE and two volunteer students. Play janken to decide who goes first. Take a charades card from the pile without showing the other students. Act out what is written on the card. Students have to guess the answer. 1 point is awarded for the correct answer if it is a complete sentence. Students then form teams of 4 and play the game, going clock-wise in a circle until all of the cards have been used. | https://docs.google.com/document/d/1JAoWQ4ZDcY6MA7TzYLdS1363R5ajLDitnP1fWdxL7Bg/edit?usp=drivesdk | https://drive.google.com/file/d/1NRe_tGAdfpxqAOEF957PBie8ye8qH6Nc/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-18 | Superlatives - The Best Restaurant in Town | Leigh Bitossi | JHS2 | Listening, Speaking, Grammar | Pair and group work, listening and speaking. This also provides opportunities to review comparatives as well as the superlative. | Comparison: Superlative adjectives and structures | Very little | Setting the scene. Explain that you are a stranger in town (the area near your school) and that you're looking for a place to eat. The superlative adjectives you're going to practice here are, cheap, expensive, busy, popular, delicious. | When students can provide full answers in pairs. to the target questions. | Write up the target questions. What's the cheapest? Most delicious? Busiest? Most Popular? etc. In town. Plus one more choice by the students. In pairs, have students come up with some ideas. | Decide on the restaurant choices. | When students can agree on answers as a team. | Get students into teams of 5-6. Explain that the team needs to come up with the best answers for the restaurant questions. When ready, get the teams to write their full answers on the board. | Decide as a class. | When the class can agree on results. | Try to reach a class consensus now. This is also a good chance to review comparatives like, "No, Saizeriya is cheaper than McDonald's." | Based on lesson 14, part 3. Page 5 which asks students to recommend a restaurant based on specific criteria using the superlative form. | https://docs.google.com/document/d/1kPPU7Juns9FgNvA5tiZ-aR-SylCCDJ-C_YMcW6gk384/edit?usp=drivesdk | https://drive.google.com/file/d/1TNzcN23BxdZSdNtVMEG5YnCt0OUMVjNS/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-18 | Phones Used to be Much Bigger | Stuart Dalziel | JHS3 | Listening, Speaking, Grammar | OTHER | "Used to" | Changes | Print A3 sheets and individual worksheets, get students into groups of 4, prepare CD player for listening. | https://drive.google.com/open?id=1sgy3fKs70-HBpd754tG-uBb1bZwuQAO_, https://drive.google.com/open?id=1PtWRJVBNEbSIKGAx5fEx1KYQpXDIMUPZ, https://drive.google.com/open?id=1xundvy3A1o9I8LZfUf7dCbxbGn75nMwv, https://drive.google.com/open?id=17btB-eldALY3gLgcmsrTUbfXiUvyXxot | Students moved into groups of 4, in which they will remain for duration of this session.Each team is given the new picture of Shibuya. Where it is / what can be seen elicited. Old picture given out, Ss invited to comment on what has changed. Either they produce the target language “used to” themselves or teacher equips them with this tool for making such observations. | Target grammar has been presented in regard to a concrete example | ListeningStudents complete the listening on P.87 individually, check answers with team mates, check answers as whole group. | Answers have been checked. | Shibuya Observations. Students invited in their groups to come up with as many sentences about what has changed in Shibuya (based on the pictures) as possible using “used to”. This could be conducted as a team vs team game for points. Feedback as a whole group if you just have them doing it individually. | Each group has fed back to the whole class and ideas have been exhausted | It might also be useful to give the negative form "didn't use to", stressing that the "d" gets dropped. | “I’m different now” Worksheet. Students complete the above worksheets not about themselves but as pair interviews. Equip students with the question structure “what===did you used to ====?” in order to facilitate this. | Each pair has asked each other each question and written the responses or the bell rings | Time Zones 3: Unit 9, P.86-87 | https://docs.google.com/document/d/1CBVsARljYBti93s_E3d8dEWoUruL595UkGiIzpj8hgY/edit?usp=drivesdk | https://drive.google.com/file/d/1x5TKN3e_G8hHxxK9Di0cOC-y6RaiACc1/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-14 | Presentation Prep 2 | Brandon Lindsay | JHS2 | Speaking, Writing | Present simple tense | A person you respect | None | Finish writing | Students have completed writing their presentations | * Reinforce the idea that they will have to memorize ten lines for their test. * Students must write ten lines, not including 'Hello' and 'Thank you for listening.' (update from part 1) * Teachers correct grammar. | Memorization | Students can reproduce their speech from memory | * Students practice reading to themselves to prepare for their speech and the test. | Speech (if possible) | All students who are ready have given their speeches | * If any students are able and willing to give their speeches today, they can. * Otherwise, if attempts at memorization are no longer looking productive, play a game that helps reinforce the sentences. For example, ball pass where each student says a line from their speech, or a hangman variation where the sentence is a pattern from the speech. | https://docs.google.com/document/d/1vV9hDCHfbMYD1ikJHlq6EUl_YDusS8FhYPQnSMT46WU/edit?usp=drivesdk | https://drive.google.com/file/d/1Euuk-H9akhB5TpGeiPpcrRHN19fu0-7A/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-14 | Quarter Review | Brandon | Jason | JHS2 | Speaking, Pronunciation, Grammar | Past simple tense | Nouns | Places | 2 sets of place flashcards from previous lesson, ball and timer, 10 minutes | Quick Response Test | Students can repeat sentences satisfactorily | * Drill place vocabulary as individual words and sentences as a class. * One by one, say a sentence and have the students repeat it, checking for pronunciation. For example, "I went to the library. I read a book." | Ball pass game | Students are able to say complete sentences with the language | * Drill students: "I went to the library. I read a book. How about you?" * All students stand up. The person with the ball chooses a flashcard from the board to make a monologue, then passes the ball and sits down. Each card can only be used once. * If time allows, do timed variation or blind variation (erase the board). | Conversation at the front | Students are ready for the test next week. | * Explain that the test will be the questions, Where did you go? and What did you do there? The questions will be on the board. * In pairs, one student asks and one will answer, based on the flashcard shown to them by the teacher. Then the pair sits down. | https://docs.google.com/document/d/13g0KXvQopbuKGL5ezJL4wfqyiUT8VmIRb5QgYfGx5cY/edit?usp=drivesdk | https://drive.google.com/file/d/1NYxT9UJ3gScStHhFloMlow9P8jmIKBfP/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-14 | Lesson 8 - I think that... | Kevin Warzala | JHS2 | Listening, Speaking, Writing, Grammar | Adjectives | New Crown 2 pg 28-29 | https://drive.google.com/open?id=1mSbzAXZQMxfoqp3RiYYIxJsFU57Zmh_Q, https://drive.google.com/open?id=1n7vgErxPZo05v0cxzvqdVqsArTKdUNjm, https://drive.google.com/open?id=1QpFasq5qhhJw3jpJMrgovAQMaOPqLjAp | Review | Review Weather | I think that | Introduce "I think that" and practice with Ss | Quiz | Finish quiz on weather and will | https://docs.google.com/document/d/1R9sZEK4r3frlUz0mVNkD7uvmgxrGLUSB-K3Z05osvCg/edit?usp=drivesdk | https://drive.google.com/file/d/1sGNBZHWCbEqGHKoRKZEIe0MPLyKICDGC/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-06-13 | JHS2 Lesson 9 2018-19, Infinitives as adjectives | Jennifer Willett | Also taught by Andy Hughes | JHS2 | Listening, Speaking | Infinitive structures | Infinitives as adjectives 'something to drink', 'place to go' etc | Snakes & Ladders boards and cards (1 per group of 4 + demo copy) | https://drive.google.com/open?id=1fauq-ff0_7kScn20FnrqNQCabQtnOIXtbDA0kkhqTQk, https://drive.google.com/open?id=1OWKbSga_ZwJdVqxyLVqMdRjME03euiVzJ8AjAoEbCX8, https://drive.google.com/open?id=1e9Qj_iLegTuNMNe5V8AV3WDuo-ktkaIVjmz1zRW2M28, https://drive.google.com/open?id=1rwII8T323Tv66fwPLpXmyFZbuc2UBibjMqEeD0hamFc, https://drive.google.com/open?id=1rOu3h6K3XBNlhvLg4RB7xrzgaic_3W6z | Greet class | When S have reviewed infinitives used in natural context | About 5m-10m 'What do you want to do after school today?' Pairs speak give one answer, then repeat, extending their answer to include two activities, then again to add a third activity. After S have made answers with 3 or more activities, feed back and the JTE should choose a few S to present to the class | Review the grammar | When S have understood the context and usage of this grammar form | JTE gives a brief grammar review to differentiate this infinitve pattern from the other 4 structures they've covered recently. Use 'Where's the best place to go in Tokyo?' 'I think the best place to go is ~' as the model. | Play snakes and ladders | S have consolidated their learning and produced many natural sentences | Demo the game 10m, explain the snakes and ladders meanings (S aren't familiar with this game) Ladder= if the Q at the base of the ladder is answered correctly the student has a *chance* to move up, they MUST answer another question to secure their space at the top of the ladder within 10 seconds to secure their spot, otherwise they slide back down to the space at the base of the ladder. Snakes= S must answer the question within 10 seconds to avoid sliding down the snake. Groups of 4, each group gets a game board, dice and set of 27 question cards S play rock scissors paper and the winner goes first, gameplay moves left. S use a dice, if they roll a 4 they MISS A TURN, if they speak Japanese they also MISS A TURN Question cards are used for this game: The deck should be placed face down on the table, the person to the LEFT of the current player should read the question aloud and check the player's answer. If it's incorrect they can't progress. If it's correct they can. They must roll EXACTLY the right number to finish, otherwise they should go back (e.g. the finish is space #30, so if a player on space 25 rolls a 6, they'll land on space 29, having bounced back past the finish, and must do a speed challenge question to avoid the snake). S play snakes and ladders for 25m-35m. | If time play criss cross | S have shared natural infinitve usage with the class | Play criss-cross with S asking questions at random from the game (or variations upon those questions), follow up and ask another question to each S who answers to have a brief conversation. | https://docs.google.com/document/d/1HhJD-0R_TNHUcD9336q_U7REftw2yt9uQaOQz4w2DYo/edit?usp=drivesdk | https://drive.google.com/file/d/1Vsa4qWvYBjnykK7spa9jEIF8Kt0dMXAg/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-06-13 | SHS3 Lesson 7 Conclusions II | Jennifer Willett | Also taught by Andy Hughs and Stuart Dalziel | SHS3 | Writing | NONE | Assignment G, Conclusions worksheets, Warm up composition problem 7, | Greet class, warm up | When S have done and reflected upon warm up problem 7 | Why are video games good?' 5m, 50+ words S write in test conditions and reflect with a classmate after on their response to the problem. S should use timed writing tracker. | Review conclusions | When S have given produced the techniques taught last session | Elicit the conclusion question 'What's your hope for the future?' and the 2 techniques taught last week (1= some people might say A but B, and 2= If A then B will happen). Try to make sure weaker S have a chance to participate, EVERY S should be able to use this technique. | Complete Conclusions Worksheet | When S have tried to make a conclusion using each technique and have reflected | Ss are given the Conclusions worksheet and are given 5m to write 2 conclusions, one using each taught technique. S share their responses with a partner and reflect upon their conclusions. A few are shared with the group. | S do the in-class workshop portion of assignment F | When S have reviewed and improved their own conclusions in their draft assignments from last week's hw | S work in pairs to review and improve upon their friend's conclusions using the questions and prompts. | Distribute assignment G, collect Assignment E | Make sure S understand the HW | Explain the HW as necessary | https://docs.google.com/document/d/1QrcH-evakIXSb_r_LOjgUpw62yUoV-iO4-YksN-lmdw/edit?usp=drivesdk | https://drive.google.com/file/d/111Fw2_OnRnob-WdAMHdR6OUo5eYP3pAj/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-06-13 | Asking Locations | Brandon Lindsay | JHS1 | Speaking, Reading, Writing | Questions: WH questions | Prepositions of place | Asking directions | Bring a timer and a ball, no time | Let's Talk 3 | Students can ask for and answer about location | * Using shadowing, students read the dialogue. * JTE explains meaning where necessary. * Go over other prepositions at the bottom of the page. | Location games | Students can talk about locations of other objects | * Change the question to ask about pen and place the pen in different positions while students answer individually. This could be turned into a game, like pass the ball and beat the timer. | Introduce project 1 | Students can write a self-introduction | * Show students the example on p. 46. * Give them several example sentences. * Students start writing a self-introduction between 7 and 8 sentences long. | New Crown 1, p. 43 and 47 | https://docs.google.com/document/d/1xODfnkeeJ2iBQbPuCAhVDBpTTlbdVd1WftFggez9dSA/edit?usp=drivesdk | https://drive.google.com/file/d/1qwQfw5UlacjtptvhsDWZtEyKqgfWEowO/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-13 | What I want to do, part 1 | Brandon Lindsay | SHS1 | Listening, Reading, Writing | OTHER | Intentions (want to) | Dreams of the future | Go over pronunciation list and listening, 5 minutes | Reading | Students can say the words with confidence | * Go over pronunciation keywords. * Students read the textbook pages aloud one by one. | Listening | Students improve listening skills | * Check question comprehension. * Teacher reads selections aloud. * Students select answers, class checks them together. | Writing | Students can confidently read essay aloud | * Students begin writing about their future dreams. | Crown, Lesson 3-1 and 3-2; Listening Laboratory Unit 4 | https://docs.google.com/document/d/19sF9cIRfG6RVcfO8R2ChHgJ173WEhWDP4-bK18ax19s/edit?usp=drivesdk | https://drive.google.com/file/d/1obYe4j0LmbKk0-ZlExSowj7nYmm4Yamq/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-13 | JHS1 Lesson 7 - Giving Directions | Andy Hughes | JHS1 | Listening, Speaking, Reading, Writing | Questions and short answers | Print Map Worksheets | Greet Students | Students are warmed up | Active listening | Students listen to the conversation script and answer related questions | Model conversation | Students repeat the conversation slowly and practice difficult words | Conversation practice | Students practice the conversation and randomly selected students perform in front of the class | Teach new vocabulary (directions) | Students repeat the target vocabulary - 'go straight', 'turn left', 'turn right'. Extra vocabulary is introduced as well as the names of common buildings and landmarks to prepare the students for the worksheet activity | Activity A/B conversation | Students roleplay the conversation using their own questions to ask for directions | Town Map' Worksheet | Students are placed in pairs and must complete their own town map. After this, the students will then ask each for directions to a certain building on the town map. This will be introduced on the blackboard and performed with the JTE as an example beforehand. | https://docs.google.com/document/d/1vQk0zQQw7yXX8z8uQjqdtL3UPVpXmpExb-9I30iahUg/edit?usp=drivesdk | https://drive.google.com/file/d/1vNkOdWIJtmK03nwzHhbKSvXTUlfNeJEw/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-06-13 | SHS1 Lesson 8 2018-19, Modals | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Modals | Focus on either 'could be/may be/must be' or 'could have been/may have been/must have been' depending on the class level at your discretion | Cultural festivals | A3 prints of cultural festival collages | https://drive.google.com/open?id=191QEhJvo_Azddk4FiulDiVRUi6GccHBb8fclafDZNcs, https://drive.google.com/open?id=1Re5rqNlV2O9hSWjrwy9sY5sgfEvF7bU7 | Greet class | Ask S 'How have you been ' and 'What have you been doing?' | ask and feed back in pairs, S are STILL getting the meanings of these questions confused, so it bears repeating at this point | Review grammar and elicit modals | Go over the grammar from lesson 7 | Speculating causes 'could/may/might/must have been/couldn't/may not/mightn't/mustn't have been' N.B: If S struggle too much with this you can use modals in the present tense 'could be' etc. Remind students about pronunciation of musn't (not musTn't) and about how 'mayn't' isn't a word. | Cultural guessing activity (35-45m) | When S have made multiple sentences using positive and negative forms of the target language | S work in groups of 4. Distribute the worksheets (**one per group to keep the focus on speaking**) and one of the colour A3 collages. Choose the collages depending on their difficulty level and the level of the class. e.g. Christmas is really easy, Guy Fawkes/St.Patrick's dat are really hard. Give 2 groups (4 S per group) the SAME image. They will guess and compare guesses later. As a class get S to write down which of the modal phrases indicate more or less certainty in the guess on the speaker's part under the arrow. Demonstate the activity using the Hindu Wedding collage. Read through the example text on the blasck & white worksheet to demonstrate how you can use the grammar pattern to make sentences using speculations from the images. Groups of 4 spend about 15-20m generating their text together and making guesses, writing speculations and using deductive techniques. Once S have mad a good attempt to use the grammar patterns, they make a small presentation to share their speculations with the other group that had the same image. JTE and NET should listen to these presentations and once 2 groups have both finished sharing, you should reveal what was correct/incorrect about their detective work. | https://docs.google.com/document/d/12pmHqWi0eG6ud9hIdQXrK8nBwJ6g6dJBB6nQakjz1YA/edit?usp=drivesdk | https://drive.google.com/file/d/19JOeaMOIdqpAFooTGcV7pYzChpk-gXb3/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-06-13 | SHS1 Additional buffer (lesson for groups far ahead) 2018-19 past unreal conditional/third conditional | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Speaking | Conditional 3 (third conditional) | Print out game boards (x25 and one big for the board), print worksheets | https://drive.google.com/open?id=1pu1MKG1NDMR-5_ulh_4YHd89IrdkNZvGmswS-il5PvU, https://drive.google.com/open?id=1ifKE2NqemO-T6u7AmVzLxHewF6TpayXw | Greet class | Building upon lesson 7, get S to warm up using 3rd conditional | If classes had been cancelled today, what would you have done?' Model first and then get S to ask and answer in pairs. JTE gets a few to feed back. | Review grammar | JTE supports as they feel necessary to ensure S understand context & usage | As this grammar is so tricky, make sure you're working on a firm understanding before proceeding | Practise in pairs using the worksheet | When S have gained fluency and confidence | Use the 3rd conditional worksheet (activity A) Do one or two as a class, then give S 5m or so to do the others in pairs. Elicit answers and then check as a class. | S gain further confidence and independence using target language | S play the game and improve accuracy | Demo the board game: pairs, youngest goes first, S play rock, paper, scissors every time win =move 2, lose= move 1 S transform the prompt into a 3rd conditional phrase verbally. e.g. It rained. We didn't go to the park. >>>> If it hadn't rained, we would have gone to the park. | If time free conversation | S use the grammar in context. | S work in pairs or small groups to talk about what they would've done if they'd been free last week. | https://docs.google.com/document/d/1-XiJMaQPMUj9wNVdqLFt67azjpitiMHFWX2v9QtpErU/edit?usp=drivesdk | https://drive.google.com/file/d/1Cu93HkqAoPcrCxEVbL65JFPahuB8Z3cx/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-06-12 | My school trip | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking, Writing | Past simple tense | School trip | Print out materials, 10 minutes | https://drive.google.com/drive/u/1/folders/1zbQYpHCObmURowqfw93h2_XCqD7xwTVc | Dictation | Students can understand and write what they hear | * Read aloud the following (or some variation): Hello. Last week I went to Osaka. I saw Osaka Castle. I ate takoyaki. Overall, I had a great time. * Students write down what they hear on their worksheet. * Go over patterns for next activity. | Composition | Students have written a satisfactory short speech | * Using the patterns from action 1, students create their own speech and practice in pairs (if time). | Presentation | Students can give their speech | * Explain that they will have to write down something from each person's speech for each category on the chart on the handout. * Each student gives their speech while everyone listens and writes. | https://docs.google.com/document/d/1ekaA9I2EmijtIqAMREMAGJtj74QsmkYvY-E3JkA40PU/edit?usp=drivesdk | https://drive.google.com/file/d/1K5MkS86x4RqJ7gQ38XQdM1h0RtYzmZqn/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-12 | Conversation Games and Speaking Test | Stuart Dalziel | JHS3 | Speaking | This lesson comprises of official speaking tests for our school, combined with conversation based activites for the remaining students to engage in whilst waiting to be tested. | OTHER | Speaking lesson, no target vocab or structure. | Extra seats and desks outside classroom, print A3 board games, aquire dice, print speaking test prompts. | https://drive.google.com/open?id=1JhsDka3v6QFH2F7ET1nZE2jAaqkjm3t3, https://drive.google.com/open?id=1PCWHjStffchhj2LojM5Qdp834qj123m5, https://drive.google.com/open?id=1nydsuoIe3ivFi5_KeeVGojVjZLKpA1Mc, https://drive.google.com/open?id=1bWuggCYOSjkd-T1EU4t2BjfFpzRfNa1N, https://drive.google.com/open?id=1tQFAQoAs45qqOzq_cb2C0DU6SFaQT1h8, https://drive.google.com/open?id=10lxTszdvWEu7i3cK0bCvYKi-qT9BOU2C | CLASSROOM ACTIVITY: Students are divided into groups of 4. Each group will be given the first of the three A3 conversation board games, a dice and small scraps of paper on which they can quickly design a unique player piece. Students will take turns to roll their dice, move their piece and answer the conversation prompt they land on. When each group finishes a board game (somebody reaches the finish) the next board game is given to them. In the unlikely event that a group finishes all three games they can replay them, as landing on different prompts will give new language even if it has been played before.. This activity is to be set up as soon as the class begins and left to be run by the JLT independently. | Runs for duration of lesson. | JLT administers this stage aftyer set up. | SPEAKING TEST SET UP: As soon as the classroom activity is up and running the test coordinator will position themselves at a desk outside the classroom (this should have already been arranged with your JLT and there should be one extra seat for the candidate).The JLT will then send the first group of four out to take their tests. One student sits while the remaining 3 wait some distance away in silence. | Everything is set up and ready for the tests to begin. | SPEAKING TEST ADMINISTRATION: | The candidate is greeted. Explanation of the test format should be unnecessary, as this should have been covered in the previous week’s class. One random prompt from part one is read out (see coordinator guidelines for details) and responded to. Following that, one random picture from part two is pointed two, and the student is invited to explain what they can see in the picture (see coordinator guidelines for details). Finally, a question from part 3 is read, the coordinator is free to match the choice of question to the ability level of the candidate if they have a preference, but a range of questions should be used between candidates to discourage cheating. Again, see coordinator guidelines for details. The entire test should take approximately one minute per student. When a candidate finishes they are sent back into the classroom and the coordinator writes their score onto the scoresheet. When all candidates from a group have finished the JLT should send through the next group.Any candidates who are not able to be tested within the allotted time will be tested in the next week’s lesson under the same conditions. Given the complicated nature and specific requirements of this session it is advisable to explain this procedure in some depth with your JLTs before beginning. | Coordinator Guidelines Coordinator can paraphrase but cannot translate. Coordinator can ask follow up questions. One repetition can be requested without penalty. Further repetitions (or if the coordinator needs to repeat but the candidate failed to request the repetition themselves) penalized by a half point from fluency each time. Responses which fail to address the question asked are penalized under accuracy. Prior knowledge of a candidate’s ability should not impact on the grading process. Judgement should be made only on the content of this test and sympathetic / persecutive score bumping should not be administered irrespective of the behavior of the candidate, objection to the opinions expressed by the candidate or a high level student making an unlucky misunderstanding / having a bad day etc. In addition, effort or lack thereof is not a valid scoring criteria, only the products of that effort can be judged. Unforeseen circumstances (loud distractions, hiccups, emergency toilet visits etc.) are to be dealt with at the coordinators discretion, with a view to not penalizing events beyond the candidate’s control. The mean student score (upper elementary to pre-intermediate level responses) should be around 7/10. Coordinators should meet post-tests to check that mean grades are calibrated equally and recalibrate if necessary. Coordinators are responsible for submitting data to Mr Akutsu for their own classes by July 10th latest. | https://docs.google.com/document/d/1qKd1JcRX1HBUkHkf9d39XHHEBamrLMA_h-GTna7IT7k/edit?usp=drivesdk | https://drive.google.com/file/d/1f1RuNXhVhQzTVb6Jvj5oynIEQWzPYHew/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-08 | What do you have in common with... | Chris Labno | SHS1 | Speaking, Reading | Understanding Similarities across Peers | Nouns | Questions and short answers | 20 minutes to type and cut out the questions for the group activity | Greeting | A short greeting and question about the weather | 5 minutes Ask the students if they feel the weather is either hot or cold depending on the season. Ask them to raise their hands. Provide a comment about how much the class agrees. Write on the board how many people agree with your question. | What do you want to be when you grow up? | You have tallied students responses and attendance is complete. | 15 minutes On the board, write 3 variations of the same question: What do you want to be when you grow up? What do you want to do for a living? What kind of job are you interested in? Response structures: I want to be a ... I am interested in being a ... Write on the board each students unique answers and tick each job as the students repeat the same answer. Ask the students questions relating to the tally i.e. What's the most popular job? What's the most unsual job? Which job makes the most money? | in Common-Ball Toss Activity | All students have asked and answered a question | 25 minutes All students stand in a half circle in the classroom. A ball is tossed around the room to each student. All students must catch the ball at least once. When the ball is caught, the thrower picks from a basket and reads a pre-made question from the bag. The ball receiver must answer the question. Everyone claps. Then, the receiver tosses the ball and the process repeats. | Wrap-up | Class adjourned | 5 minutes Desks and chairs are put back in place. | Interchange 1 pages 9 and 115 | https://docs.google.com/document/d/1KQpgXjCdCyFNT3T_yoZ3CqJSo4wWOJkmjyXUPPHrpoc/edit?usp=drivesdk | https://drive.google.com/file/d/1nPe5kjqBHRzQnD846rYIjyvKxJHDlJgt/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-06-07 | A person you respect | Brandon Lindsay | JHS2 | Writing, Grammar | Pronouns: Reflexive pronouns | A person you respect | Print out example picture, 5 minutes | Intro presentation | Students understand that they have to make a presentation | * Tell students they will be making a presentation in the last week of class * Show them a demonstration using the following language: Hello. I am going to introduce [so and so]. He/She/They is/are a [occupation]. He is from [hometown]. He is good at [skill]. I like him because [reason]. I think [some additional fact]. I recommend [something]. Thank you for listening. | Drill usage | Students can manipulate base sentences for their own projects | * Drill base sentences, exchanging pronouns and eliciting. | Students write their own sentences | Students are on their way to completing their project | * Tell students that they need a picture of their person. * Have them begin writing their own sentences. * Assist as necessary. * Have them practice reading out loud if they finish. | https://docs.google.com/document/d/1LrYb3x2I3hGkZsiO0yfSbcaAzCpg7hQ3_0GO4KPS6Mk/edit?usp=drivesdk | https://drive.google.com/file/d/1w-QXWm0v2QI71kO07cdO0lDRKTJGG0_x/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-07 | conversation repair / negotiating for meaning | Angus Dunn | Ivy Li | JHS3 | Listening, Speaking, Reading, Writing | Students use phrases to repair conversation where there is a failure of understanding | NONE | key phrases are provided | tongue twister slips, conversation topics | Tongue twister dictation | students have finished all tongue twisters or time | Pairs of students are given a set of six tongue twisters. One student reads one aloud and the other writes down what they hear. If there is a breakdown in understanding, students use phrases provided to repair. | Conversation practice | Time | students in random pairs. They talk for 2 minutes on a topic given by the teacher. Focus on conversation repair for meaning to be clear. change pairs with each new topic. | n/a | n/a | https://docs.google.com/document/d/1h4Hq_uxT-gt2LV1XpdPioJELDj51fJBw981TG6s6DFE/edit?usp=drivesdk | https://drive.google.com/file/d/16QJa-n0Zdm7kMAjJpbB9ByrpfS3ymd5J/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-07 | Follow-up questions | Angus Dunn | Ivy Li | JHS3 | Listening, Speaking, Reading | Focus is on conversation skills, specifically follow-up questions. | NONE | example questions and follow-up questions | Discussion | Class has made a list of responses for each question | Think pair share for two questions: What is English communication? and What can you do in ECC to improve your English? Teacher takes answers from the room and makes a list | Conversation analysis | Class has discussed each question | Students are given example conversations with possible follow-up questions. In pairs, they decide if the follow-up question is appropriate or inappropriate. After, they write an example of an appropriate follow-up question. | Conversation practice - focus on follow-up questions | Time | Students are given topics and must talk for two minutes with a partner. They need to ask follow-up questions and try not to let the conversation die. A 'talking eraser' can be used to mark conversation turn and assist with conversation flow. | https://docs.google.com/document/d/1w8gfMHZTnvasj6lZm4kqcsYtvRxowpPDrXCxzezehks/edit?usp=drivesdk | https://drive.google.com/file/d/1HVY8nJcIH4o1FZaFBGBwziLQAh5fdgJP/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-07 | When you were/are... / Want to | Angus Dunn | Ivy Li | JHS2 | Listening, Speaking, Writing | Conjunctions | conjunction 'when' | worksheet for activity 1 | When you were/are... interview. | Students have completed worksheet or time is up | Students are given a worksheet and complete it by asking their partner e.g When you were a 4th grade student, what did you watch? for the past or When you are a grown-up, what do you want to do? for the future | Speaking test/ conversation practice | Time is up | Students practice various conversations starting with a topic Question "What do you want to...?" in preparation for their speaking test. Focus is on asking follow-up questions and conversation flow. | n/a | n/a | https://docs.google.com/document/d/1IH4OLfQrwuTMRe5kMuuBTo6tb5XQKhVbciIsqj2rkCg/edit?usp=drivesdk | https://drive.google.com/file/d/1SIwC79MZb8Ymqn7xlzvz8il_68-t-xTr/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-07 | There is /are | Angus Dunn | Ivy Li | JHS2 | Listening, Speaking, Writing | Semi-free conversation practice w/ focus on followup questions | There is / there are / there was / there were / there will be, etc. | Pictures for students to write about | Speaking test conversation practice / Question writing practice | Time is up | High level students practice conversation with a partner focusing on follow-up questions. Low level students practice question sentence structure and follow-up questions. | Picture description - There is/are | Allotted time is up | Pairs of students are given a picture and must write down as much as possible. One student writes at a time, and the writer changes halfway through. | n/a | n/a | https://docs.google.com/document/d/1ELzM-D5t7OXcFAxbSrzwKq1E0t7fvtrnGANjEEJyhys/edit?usp=drivesdk | https://drive.google.com/file/d/1yD9k7GE9zgHm8PD22lnFNFyga5OUfApU/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-07 | What is this? | Angus Dunn | Ivy Li | JHS1 | Listening, Speaking | Present perfect simple tense | 3rd person singular be verb - is | noun cards for pictionary | Gesture quiz | Students have finished or allotted time is up | Students write down one word for each of a number of categories e.g. sports, food, animals. then they mingle and gesture their word with the phrase e.g. "What animal is this?" -> "It's a fish". If they get the right answer they cross off their word | Pictionary | Allotted time is up | Students take a card and draw what's written there. Others in their group of 4 guess their drawing with "Is that a ...?" The guesser gets one point and the drawer changes. | n/a | n/a | https://docs.google.com/document/d/1SjW8_3PFbwDo2md7sJrWvAzTpAAGNohikNRBbDDGz9s/edit?usp=drivesdk | https://drive.google.com/file/d/1dUaQLdVdtenA_fLKvYRmGfsQmuvSkN2p/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-07 | Plurals / How many ...? | Angus Dunn | Ivy Li | JHS1 | Listening, Speaking, Pronunciation, Writing | Pronunciation of plurals is focus for first activity | Plural nouns: regular plurals with S ending | prepare spot the difference pictures for students | Pronunciation of regular plurals | students have sorted all nouns and practiced pronunciation | Students are given a list of nouns that need to be sorted into their plural pronunciation 's' sound - /s/, /z/ or /əz/ | Spot the difference | allotted time is up | In pairs, students find differences between the pictures each of them holds, using the question "How many ___s do you have?". If they find a difference, they write down how many they have with "I have x ____s" | n/a | n/a | https://docs.google.com/document/d/1cRQnBifssJCe9mQtmKpZBeXDSd4IVAN0UJR-L8WWwpw/edit?usp=drivesdk | https://drive.google.com/file/d/1SizGAY2UTDajXuLUp9iOMhCdGv5-sNPh/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-06-07 | What do you usually ... ? | Angus Dunn | Ivy Li | JHS1 | Listening, Speaking, Reading, Writing | All skills are practiced | Present simple tense | Talking about habits with "What do you usually ...?" and "What [noun] do you [verb]?" | snakes and ladders board time table worksheet | Timetable activity | Students have asked their partner each question and written the answer into the timetable, or run out of time | Students are given a timetable and must fill in their partner's schedule. E.g What do you usually do before school -> I eat breakfast. Write down "eat breakfast" | Snakes and ladders "What [noun] do you [verb]?" | Allotted time is up | Students play a board game, where some squares have [noun]/[verb] e.g sport\play. When a student lands on a square they ask the question e.g. What sport do you play? to the following student. If either student is unable to complete their half of the conversation, they forfeit their turn. | n/a | n/a | https://docs.google.com/document/d/124KX9SlW3mUozGxKJhP01L4CMHwQhcAjadxDgy_2c_U/edit?usp=drivesdk | https://drive.google.com/file/d/12stAHI-oEKJ0ILMJ3ZscnXXpNXrFCh4A/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-07 | JHS1 Lesson 6 - "What food do you like?" | Andy Hughes | Jennifer Willett | JHS1 | Listening, Speaking | Questions and short answers | Print 'Menu' Worksheet | Greet Class | Introduce target question "What food do you like?" using random students | Introduce food items | Using the answers from the greeting, introduce some food items and display them on the blackboard | Model conversation/Active listening | Model the conversation with the JTE and then ellicit information from the students | Speaking practice | Model the conversation once again but this time the students repeat sentences. Take some time to double check words such as else, much (making sure they're not saying 'muchi'), etc. | Conversation practice in pairs | Students practice the conversation with a partner and then present in front of the class. Volunteers and/or randomly selected pairs. | Teach size (small, medium, large) | Draw a picture on the board and ellicit the answers from the students. | Activity A/B conversation | Model an example of using original food items to create a new conversation. Allow the students to practice and present. | Menu' Worksheet | Demonstrate how to fill out the worksheet and then allow the students to complete it. Move around the classroom to help any students with the spelling and pronunciation of items. Allow the students to practice ordering food from their partners menu. | Menu presentation | Students work in pairs and order food from their partner using the completed worksheets. Hints can be referred to by using the textbook. | https://docs.google.com/document/d/1dxm3TreozzZLMej4pY3cim3zd7yxHLEeAnELN0iaAw8/edit?usp=drivesdk | https://drive.google.com/file/d/1cmU6z5mUttm-fsjzpYUCNe6lHvY-J-fn/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-06-07 | Preferences "Which do you like....?" | Necole | (For Jason) June 6th Observation lesson | JHS1, JHS2 | Speaking | Questions: WH questions | The attached handout should be cut into two separate handouts. This is a secondary lesson to a bingo game previously uploaded and also attached to this lesson. | https://drive.google.com/open?id=1cl20KHbDw335D8UPTl7syVlV1Og5F4gC | https://drive.google.com/file/d/1yJxq8l0c9TuyyNYp4PDP16aMRtl2QJbt/view?usp=drivesdk | Give students the first handout (the one with pictures). Drill (listen/repeat) "Which do you like best..." questions for each set of pictures. | When the drill is complete. | Have students circle their preferences on the left. | When all students are finished. | Have students interview their partner's and circle their answers on the right. | When all students are finished. | Give students second handout. Have them go around the class and ask several classmates "Which do you like best...." questions and write their answers. | Time set by teacher or when all students have finished. | These activities can be done in addition to the bingo game. They can be done before or after, depending on the class level and environment. | https://docs.google.com/document/d/1liHjYrFJhYUbLMPZShYN-C_y558SwgLWiqC0kuga5Hs/edit?usp=drivesdk | https://drive.google.com/file/d/1LxhDpG4xBrpS8qjXTgpadW7YpjvDUtaq/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-07 | Preferences "Which do you like....?" | Necole | (For Jason) June 6th Observation lesson | JHS1, JHS2 | Speaking | Questions: WH questions | The attached handout should be cut into two separate handouts. This is a secondary lesson to a bingo game previously uploaded and also attached to this lesson. | https://drive.google.com/open?id=11wCwxixn6e-EawS8k6oB7ILwFUdkSneT | https://drive.google.com/file/d/1yJxq8l0c9TuyyNYp4PDP16aMRtl2QJbt/view?usp=drivesdk | Give students the first handout (the one with pictures). Drill (listen/repeat) "Which do you like best..." questions for each set of pictures. | When the drill is complete. | Have students circle their preferences on the left. | When all students are finished. | Have students interview their partner's and circle their answers on the right. | When all students are finished. | Give students second handout. Have them go around the class and ask several classmates "Which do you like best...." questions and write their answers. | Time set by teacher or when all students have finished. | These activities can be done in addition to the bingo game. They can be done before or after, depending on the class level and environment. | https://docs.google.com/document/d/1KIYHUH78fqmGBQR0gGhO_WJvA3woCxdVooyI8KyxRYA/edit?usp=drivesdk | https://drive.google.com/file/d/19GQ7ujPJeVzVb-XYaGSqfI_FodySvQrw/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-06 | Schedules and subjects | Brandon Lindsay | JHS1 | Speaking, Pronunciation, Reading | Nouns | Questions: WH questions | School schedule | Have enough worksheets, 5 minutes | Review old terms and intro new terms | Students can recall old and new terms | * Elicit time phrases to review last week's material. * On p. 34, review days of the week and introduce subjects (changing arts and crafts and home economics). | Partner presentations | Students can speak about schedules | * Hand out worksheets, go over conversation, and review subject names. * Show how to fill out the schedule. Students finish their own. * Partners write a new conversation in their notebooks and give a presentation in front of the class using their own schedules. | Pictionary (if time) | Students can rapidly identify subjects by name | * Use subjects to as the topic for pictionary. | New Crown 1, p. 34 | https://docs.google.com/document/d/1h0KKma08Hlu9fSGuMDUg9kCM-DFIUjBjSephfxxV2SE/edit?usp=drivesdk | https://drive.google.com/file/d/1-__wMW12ndTbJ_BocPAViTI59woZ2CMw/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-06-05 | Presentation 2 | Brandon Lindsay | SHS1 | Listening, Speaking, Reading | Future tenses | The place I want to visit | Go over listening section, 5 minutes | Reading | Students understand and correctly pronounce the reading section | * Go over pronunciation words. * One by one, students read a sentence from sections 2 and 3 in lesson 2. * Check picture comprehension (if directly related to reading). | Listening | Students can answer questions from listening | * Go over possible answers, check for comprehension. * Read each conversation. * Elicit correct answers to check. | Presentations | All students have completed presentations | * Go over grading criteria. * Students finish speeches, get teacher help, or practice at their seats. * Everyone presents for a grade. | Crown p. 18-21, Listening Laboratory Unit 5 | https://docs.google.com/document/d/1lC8j4wraowSmU28aoV5fdfq2exv0nGTdKg9Nqfp6TA0/edit?usp=drivesdk | https://drive.google.com/file/d/12Ic960OGGmyn1Di41ZdsXca2SZ7mEC-l/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-06-05 | JHS2 Lesson 8 Infinitives of purpose | Jennifer Willett | Also taught by Andy hughes | JHS2 | Listening, Speaking | Infinitive structures | Print battle game worksheets for S and a large pair for the board for each homeroom group | https://drive.google.com/open?id=1fUTbq6OqXZ3nN07PJtgqjyZxJoIwA7AlZr4E4Grr6Fo | Greet class | S have warmed up | Ask students 'What do you want to do this summer?' S answer using infinitve structures 'I want to ~ | Review grammar | JTE goes over infinitives of purpose | Remind S to use pg 90-92 of Shin Chumon (used in their grammar class) to review these structures before finals example sentence 'I watch movies to relax.' | Play battle game | When S have gained fluency and confidence with target language | Demo with JTE on the board, JTE should explain that marking is done in secret. Mark an X in one space per character to make an infinitive sentence e.g. 'Sailor Moon went to Shibuya to buy a potato.' S should hide their sheets from oponents with a textbook. S play rock, scissors, paper. The winner can ask a question, they're trying to guess where their partner marked their sheet. 'Did Sailor Moon go to Shibuya to study baking?' 'Yes she did/No she didn't.' If the answer is no the student gets one more chance. If the answer is yes the other player takes a turn. S play battle. | Free conversation | S have gained independence and confidence. | Students should return to the warm up and ask where they plan to go and what they plan to do in the summer. If they can handle that without many mistakes thay should use the past tense and discuss what they did at the weekend and why. | https://docs.google.com/document/d/1BUNz2sJioxXPFjeyW67HTRGQhYolkTtl_FXA8j1E1S0/edit?usp=drivesdk | https://drive.google.com/file/d/13yYKdowyx8aYE1GLuT_GCCeH6wj17s7d/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-06-05 | Participle Adjectives 2 / Speaking prep | Stuart Dalziel | JHS3 | Speaking, Grammar | Participles | Adjectives | Print A3 sheets, print worksheets, prepare scrap, get familiar with plan. | https://drive.google.com/open?id=1bwAUpBqKa4zsGArqWmeXermA56nGr0JZ, https://drive.google.com/open?id=1T234PQ0pG17rQpNPWGCVqmpBreAa4ess, https://drive.google.com/open?id=15JkKr0N9DBwuZqbhjl-fKFN-31TN2skj, https://drive.google.com/open?id=1SXvy6vjBJUHjCleyW8BdvCKttQo4eejA, https://drive.google.com/open?id=1ItMW5koHeP7a14n771drWdh6sEtaSyAe, https://drive.google.com/open?id=1r-Ic3IdhmnBI1IF8axnKp2Ly9yMCzlHA, https://drive.google.com/open?id=1os-p9Wwh78jfOOBWBFcaKuBXtRjpfy9a, https://drive.google.com/open?id=1vu1LDTkfVqXOLoqnQz7zmh28mRpbB_J2 | Language presentation. The two A3 prints used in the passive lesson (a broken window and a boy breaking a window) are recycled here, along with a new picture of an unbroken window. Explain that after an action (verb) is performed on an object, we can use that past participle of that verb as an adjective to describe the object now. (in this case, a smashed window.) Use the second A3 example to further illustrate) a cake, a man ate the cake, an eaten cake). | All examples have been presented and comprehension checked | It's ok if not all students get it at this stage, stage 2 will help clarify | Visual Demonstration Bring 6 students to the front. Give each a piece of paper. As one to tear the paper, one to fold it, one to crumple it, one to draw on it, one to pin it to the board and one to do nothing to it. Then elicit the states of the paper (a piece of paper, a torn piece of paper, crumpled, pinned etc) | Comprehension checked more thoroughly | Worksheet. Students complete the worksheet provided. The second side is reserved for students creating their own examples. Complete as many of these as time / ability permits. | Worksheets complete or your studebnts run out of ideas | Speaking Test Prep. The remainder of the time is given over to speaking test briefing, prep and pair rehearsal | Bell rings | Obviously, this stage may not apply at your school! | New Headway 2: p.138-139 | https://docs.google.com/document/d/1YsXT3DcBdn3ZL8lXvsG1QRYLu8V9QOm19RGNx7s0puo/edit?usp=drivesdk | https://drive.google.com/file/d/1Z1vhvZXwwP9BGNZiEOzjgbMHagvyifWx/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-05-31 | Pre-Hiroshima Trip | Jason Packman | Brandon Lindsay | JHS2 | Listening, Speaking | Questions and short answers | OTHER | Talk about their school trip in English | Hiroshima | Print out answer sheet and puzzle, 10 minutes, print and cut answers, 15 minutes | https://drive.google.com/open?id=17Q3JZnH3343GcxlORmIWr9L9L249qHrL, https://drive.google.com/open?id=1h4qxz0EnSeiA2BY0vyEPaxfynF3UXWGg | Telephone Game | Students have reviewed previous language | * Create 4 or 5 teams and put them in rows. * Tell them a phrase using review language, e.g. "Let's go to the gym to play basketball." Use up to 8 sentences. * Tell the front students the sentence. * Students whisper to their neighboring teammates until the last person hears it. They tell you the answer. If it's perfect, their team gets two points. If it's close, one. Otherwise, zero. | Quiz Game | Students can talk about their school trip in English | * In the same teams, students answer questions using the provided worksheet. * Only one student can answer from each team at a time. The answering student rotates around the team. * Teacher asks a question. If a student gets the answer right, they get a point and a chance to make a basket for a second point. | Word search puzzle | Students become familiar with English phrases about Hiroshima | * Hand out question and answer sheet from the quiz game. * Hand out the provided word search puzzle. * Students glue both papers in their notebooks and complete the puzzle. | https://docs.google.com/document/d/14U4QlmPd5856QKpiuF5U9DOKLc08z-W70k3JKtvjcdU/edit?usp=drivesdk | https://drive.google.com/file/d/1HXvSHRQz4X8Ny80-h3EO5wNXOzg9Fwus/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-05-31 | Time Zones L7 What are you going to do? | Kim Stahl | JHS3 | Listening, Speaking, Pronunciation, Grammar | Future tenses | You could prepare a series of things that people do on the weekend. | The students will be asked to prepare a plan for the weekend. | Each students will plan 4 different activities for Saturday or Sunday. | The teacher will have the students share their plans with a partner. | The students will exchange information about their plans. | The teacher will then ask the the students to report on their partners wekkend plans. | The students will use the future tense to tell the rest of the class what their partner has planned for the weekend. | https://docs.google.com/document/d/128quY0r4kq8io8aRvCHXIX5daPrFite4Uza9M11fZGs/edit?usp=drivesdk | https://drive.google.com/file/d/1pFf3B12KxH2cMxoe3N7Ab57dE_iZH-SP/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-31 | Time Zones 3 L6 Future | Kim Stahl | JHS3 | Listening, Speaking, Pronunciation, Grammar | Future tenses | Not much needed, just review the vocabulary presented. | Introduce the future using verb plus ing | The students will understand that when using this grammar they will be expressing a future plan. | Introduce future times, tonight, tomorrow etc. | The students will now be able to formulate a question. | The teacher will ask students what they plan to do at a future time. | The students will be able to repond with an appropriate answer. | https://docs.google.com/document/d/1oWrdLN9wAl7LmQ1MzVtpU53pYIz3LnWo7x95ccR0Xec/edit?usp=drivesdk | https://drive.google.com/file/d/1ypwa2oCYUGoM2A-BpwRTVn96OJfx6bTC/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-30 | JHS1 Lesson 5 | Jennifer Willett | To be taught by Andy Hughes | JHS1 | Listening, Speaking | OTHER | Days and dates | Days and Dates | textbook and self intro materials | Greet the class 5-10m | When S have met Andy | Andy does a short self intro (5m) and gets S into pairs. S then work to make some questions. The JTE chooses 3-5 S to ask Andy Qs about himself. | Model dialogue with NET/JTE 5m | When S have heard dialogue from pg73 New Treasure 1 | S should have books CLOSED during this part. After modelling the dialogue elicit what the contents are from a few S, to encourage active listening. | Students drill the dialogue 5m | When S have gained confidence speaking | Check pronunciation, intonation, rhythm and speed. Correct as necessary. S should drill in pairs a few times, then switch over. | Drill days of the week and months of the year for pronunciation 5m | When S have improved pronunciation | Drill as a class. Students typically have trouble with Thursday (they say 'sirsday'), February ('Favoury' seems to crop up every year as a weird mix of favourite and February), they struggle with the 'br' blended sound in February, August and October are sometimes conflated too, the others are typically ok, though the NET should judge this class-by-class. | Drill/teach the days of the month 10-15m | S will gain confidence reciting the days of the month | Drill as a class, 'first, second. third' etc up to 31st. S typically get 12 and 20 conflated ('twenteen'/'twelvety'). Make sure 13 and 30 are distinct in their sound. | S drill sentences 1 & 2 from the middle of pg 73 in pairs 5m | When S are able to ask and answer 'what day is it today?' and 'What is the date today?' | Make sure they are distinct in their pronunciation of day and date. | If time Get S to do Activity + at the bottom of pg 73 | When S can correctly pronounce dates and days | Circulate through the class and correct mistakes. JTE should call on a few S to feed back after a few minutes to make sure they're all participating. | New Treasure 1 og 73 | https://docs.google.com/document/d/1_dme3ckyrwAMcduwYoiQCmtEiQFqdrjp3QF5-LmARuo/edit?usp=drivesdk | https://drive.google.com/file/d/1Fc3sCox40Fg9m8aQhanwisoxrgbKFjzx/view?usp=drivesdk | ||||||||||||||||
| 2018-05-30 | JHS2 Lesson 7 2018-19- Infinitives as complements | Jennifer Willett | Also taught by Andy Hughes | JHS2 | Listening, Speaking | Infinitive structures | Apples to Apples game, will take 1hr or so to print/cut and collate | https://drive.google.com/open?id=11i-IpkIh-92igHk5KOLE559S33HRleDTDOXcVvprDm0, https://drive.google.com/open?id=137P-h-hYqP7c7XRWMSuQZN-ArQAtoFdrwJftTX-Zqy0, https://drive.google.com/open?id=1xP820noKcoi9PQMvYtDR6R443y0NUfNEuWaXur9ojEc | Greet class | When S have warmed up and chatted a little | Ask S what they want to do in the summer vacation. | Elicit target structure, JTE supports as necessary | When S understand infinitives as complement structure. | When S understand and are refamiliarised with the infinitives as complement structure. They may well have forgotten this, there is only ONE example in Shin Chumon (pg 90 'My dream isd to be a doctor'). The JTE should refer S to that page and remind them to study that unit for their final exams. Infinitives as complements appear after the 'be' verb: My dream/fear is to ~ His goal is to ~ It is her hope to ~. | Play apples to apples with infinitive comnplements | When S have played the speaking game | S make their own sentences using the target language •Model with the JTE and 2 S how to play the card game •Students work in groups of 4 to play a game similar to Apples to Apples: •There are 60 cards per set: 15 black, 15 dark grey, 15 light grey, 15 white. •White and light grey cards are dealt out, so each S has 2 of each. The remainder are set in decks of each colour, face down on the desktop. *****One S should keep score for the group***** •The janken winner goes first and play moves clockwise. •The janken winner turns over the top black card and dark grey card and reads them aloud. They will form the beginning of a sentence (e.g. Your dream is/to hug) •The other 3 students in the group each choose one light grey and one white card from their 4 cards and reads the entire sentence aloud (/) •Student A then chooses the person who made the best/funniest/strangest sentence, the winner is awarded one point. Each student then discards the white and light grey cards they read to the bottom of theose respective decks, regardless of whether or not their sentence was chosen. They each take one new white card and one new light grey card from the tops of those decks, so they always have 2 white cards and 2 light grey cards to choose from. •Play rotates clockwise, so student B will now draw a problem card and read, while C, D and A give advice from their hands. •If a student speaks Japanese they must skip a turn, thus reducing their chances of winning. | S practise free conversation | S have consolidated learning through free conversation | What do you want to do this weekend? (answer with 1 sentence, change partner, answer with 2 sentences, change partner, answer with 3 sentences, change partner, answer with 4 sentences.) Feed back to the class: JTE chooses 4 or 5 students to share their 4 sentence answers. S did this last time, but need further practise to gain fluency | https://docs.google.com/document/d/1xE14fnfO3bjWh2SDArl1g88WHnt2tjuH3dD_KA1WQaE/edit?usp=drivesdk | https://drive.google.com/file/d/1tzchJ2CGGHixmc1SJ64HJwcgvq5ZWBuu/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-05-30 | Partiple Adjectives 1: Cause vs Agent | Stuart Dalziel | JHS3 | Listening, Speaking, Reading, Writing, Grammar | Participles | Adjectives | Print A3 sheets, print worksheets, find scrap paper. | https://drive.google.com/open?id=1h6U6nklKXhOVJYHz7k3SnAT3sqW7a5v0, https://drive.google.com/open?id=10J_cvWAlPhN8vmv6nUHLwzTazbxmBExS, https://drive.google.com/open?id=1xhCQ1Fz0JIiwrQtpehjxsE9YCYqj77jp, https://drive.google.com/open?id=1XLjXKVwoN2CO3CXTB75163xjXZxrztCw, https://drive.google.com/open?id=1L_jzLUqH9kASqb9RADv-2AiN0qUEA89n | Input. The 3 A3 Pics are boarded. Distinction between agent vs cause for excited / exciting, bored / boring and tired / tiring elicited or explained as needs be. (ed agent ing cause). | All 3 examples have been gone through. | Comprehension Check. Students divide notebook page into four. In each space students quickly draw a boring person with a bored person and label them, and an interesting person with an interested person. Again each person should be labeled. An example can be given first with alternate participle adjectives if needs be | A majority of students have completed the activity. If your room is small enough, perhap@s one or two good examples could be shown. | Worksheets. Students given worksheets to complete independently. Answers reviewed as a group. | Answers reviewed as group | Listing battle . Students divided into teams of 4.One of the following prompts boarded: boring, exciting, interesting, shocking, disgusting embarrassing. | All groups invited to list as many things that they would classify under that heading as possible. 1 or 2 min time limit given. After that pens dropped. Answers transferred to the board. Students score points for each answer they have, but here’s the rub: the answer must be unique to their team and not used by another team. As duplicated emerge and are wiped off each team’s tally there is a great deal od drama, and it should get your students really scratching their heads for unique answers. The answers must be valid however, a criterion on which the teacher will have final say. Continue until all participle adjectives exhausted or bell rings. | Group survey. In the unlikely event of underrunning, students can mingle, interviewing each other on what they find boring / interesting / shocking etc. | Bell rings | New Treasure 2: 138-139 | https://docs.google.com/document/d/1gbCDYAqHd8xP37dywKjqSvvD5_Fbh9UDeZ03_vG9zWs/edit?usp=drivesdk | https://drive.google.com/file/d/1-sxs9Kh9zaZSB6vB9DJ1Tfq-qiFFeLHE/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-05-29 | SHS3 Lesson 6 writing conclusions | Jennifer Willett | Stuart Dalziel, JTEs and JET ALTs | SHS3 | Writing | Writing conclusions | NONE | Essay assignment F, warm up problem, Conclusions worksheet, Model conclusions sheet | Practise writing at speed | When S have writtern and received feedback on the warm up problem | •Ss spend 5,on the warm up problem to develop writing a large volume at speed. •'What is pain?' (50-75 words, 5m) •Ss should fill in their TIMED WRITING TRACKER. | Collect HW and distribute nedxt assignment | Collect final draft of assignment D & distribute F | discuss “conclusion questions” | •When you can call on a random S and they can produce (with time/help) a conclusion using a trigger question. | •Read through the model essay with the Ss. Explain they can use 2 basic formats to conclude: - If ~ then ~ will happen. (predicting a possible outcome) -Some people may say ~,but ~. (addressing a counterargument) emphasise that students must REFUTE any counterargument they raise so as not to destroy their own argument. •Have Ss answer the question, “What is the your hope for the future?” on the worksheet. •DO NOT tell them that this will be their conclusion, as this will make them think about writing a conclusion rather than answering the question. •Call on a few Ss and have them read the final sentence of the essay and then add their answer. Usually the conclusion will fit well. Remind S not to repeat in conclusions (their essay word limits are typically too short for even including a summary) | Look over example conclusions | When S have seen some model answers and understood the technique | Hand out model conclusions sheet and read over the conclusions, allow S space to ask any questions. | S give feedback on each other's drafts | When they've looked and fed back about their freind's conclusion for their draft of assignment D | Focus on conclusions, remind them there ahould be no repeptition, and that counter arguments should be refuted. If time they need to re-write any poor/incomplete conclusions, they should do so. If there's time they should then look for PEE and a thesis statement. | https://docs.google.com/document/d/1a0hBQAsqsF04unV0CREx4Yfbhbo6rlDeHTMhaLCxdsc/edit?usp=drivesdk | https://drive.google.com/file/d/13Avrj-VWJpzKwchGFkt1as1S0Iy_nawJ/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-05-29 | Recent Women's Issues in Japan | Scott Link | Scott Rosnick | SHS3 | Reading, Writing | News Article Comprehension | NONE | Current Events | Altogether many hours of editing news articles, choosing vocabulary, making vocabulary worksheet, making comprehension and discussion questions, and researching data. | https://drive.google.com/open?id=1o3cUSleZNg55dDI8Mj-i8Ru_-wpU5odQ | Discuss the recent news of women entering a sumo ring to help with a medical emergency. Get students' thoughts on what happened | We finish sharing opinions | Hand out the worksheet and article. I read the article to the students so they can get a basic idea of the story | I have handed out everything and read the article to the class | Students match vocab words with their definitions and look up Japanese translations in their dictionaries | We go over the answers as a class. | I read the articles again to the students, going into more detail about the stories and how to understand what was written | Students have an understanding of the news stories | Students make groups and answer comprehension questions. | Students have answered all the questions and we go over answers as a class. | We share discussion questions and answers as a class | Students have shared their opinions on the topic. | https://docs.google.com/document/d/1BZ8IdXEJi-gwxlElAhNysBPyjYbCX85ApBzdpTvKggg/edit?usp=drivesdk | https://drive.google.com/file/d/1AW9KyeTZxo9mX2eYKj4_Sw18RU3nXrvy/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-05-29 | SHS1 Lesson 7 2018-19 | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Speaking | Auxiliary verbs | Modals | Could have been, may have been, might have been and negative forms of these modals. | Print worksheets and board images | Greeting | When the class have warmed up | Use the present perfect progressive warm up questions in pairs and get a few to feed back 'How have you been?' and 'What have you been doing?'. | Introduce the grammar focus | When S undersdtand the grammar and natural context within which it's used | Hand out the modal auxilary verbs sheet and the JTE should refresh S about the grammar. Explain natural usage and emphasise that 'mayn't' isn't a word. | S practise in pairs | S do the spoken activity on the worksheet | S complete the sentences to familiarise themselves with the patterns, feed back from a few S | S make independent sentences about the images | S have used the target language in a natural context with an image as a prompt | S work in pairs and take turn to verbally complete the sentences about the images on the worksheet, using the target language to express their own ideas | If time do pronunciation drills | When S have improved pronunciation | Practise natural rythym, pronunciation and intonation using sentences ellicted from S after activity 4. Focus on intonation especially of phrases like 'could've been' which differ from formal written English etc | https://docs.google.com/document/d/1Fk8fhMLiModD7Zgsk-V7d_7P0zH0PzMBhYnS0VeJcLc/edit?usp=drivesdk | https://drive.google.com/file/d/1LeWHcJHdb3cDhcQV4a4DXsrMojMU2dCt/view?usp=drivesdk | |||||||||||||||||||||||
| 2018-05-29 | Conversation 2: If it's ___, let's ___. | Scott Link | JHS2 | Listening, Speaking, Pronunciation, Writing, Grammar | Conditionals | Ex: If it's clear, let's play baseball. If it's rainy, let's play table tennis in the gym. | Making plans based on weather conditions | About half an hour making a script template from the textbook and making copies for the students. | JTE and I perform the conversation together in front of the class. I ask the students about what they understood or what they think happened in the conversation | Students have heard the conversation | Conversation is between 2 people. One person asks the other if they are free on ___day. The person says yes. Then they suggest that "If it's clear, let's ____." and "If it rains, let's _____" Then they suggest to "Bring your ____" | The students repeat the conversation after me for pronunciation. | Students have repeated and have good pronuncation. | I take the students step by step through the grammar and explain the grammar rules of these conditionals. | Students understand the grammar involved in the conversation. | After repeating pronunciation a few more times, I pass out a script template that the students can use to fill in whatever words and plans they want. | Students receive the print and understand what to do with it. | I explain that this is going to be their next conversation test and they should use this time in class to ask me questions and fill out their part of the conversation. | Students understand and are working to fill in their conversations. They may practice out loud in class if they wish. | At a later lesson date, I have each student come to the hallway one at a time and perform the conversation with me. They are to make all the plans and suggestions. | All students have finished the test. | New Crown Page 22: Let's Talk #2 | https://docs.google.com/document/d/1fd9mBpTBzG9TK0puBngHbEb76IVB1zatwvEKfaNfD08/edit?usp=drivesdk | https://drive.google.com/file/d/1OoCPSnudxiSQMA47mu73ebQD7115qiiq/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-05-28 | TOEIC Listening Test Part 4: Talks | Scott Link | SHS3 | Listening, Reading | Listening to single person talks and answering questions | NONE | Strategies for listening to a person giving an announcement, then answering questions about it | TOEIC Listening Test Part 4 | About an hour of making prints for the students and researching info about the test | Students paraphrase words and phrases to have better understanding of them. | We check and share paraphrased answers together. | Students pick keywords to predict context before the listening test begins. | Students have underlined keywords in the questions and answers and we have shared them as a class. | Students listen to two more talks and predict the context beforehand by identifying more keywords. | Students have identified keywords, we shared as a class, then listened to the 2 talks and went over answers | Students take a mini test in the style of the real TOEIC test | Students finish the test and we go over the answers together. | Tactics for Toeic Unit 4 | https://docs.google.com/document/d/1SfKmF1dTeWk2M7EvZpl22tbVhB-lofMi6D01VZ9dlx0/edit?usp=drivesdk | https://drive.google.com/file/d/1T8HcLH2FqbSD7wqWccyEOJobcHFgFKNe/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-28 | Test #1 Prep | James Modlin | JHS1, JHS2, JHS3, SHS1, SHS2, SHS3 | Speaking, Pronunciation, Grammar | Questions and short answers | some paper with the questions printed on it and space to write answers | Tell the students they'll have a speaking test the following class. | Inform everyone that we will review and practice everything that's on the test today in class. | Have students come to the board and write the answers to the questions asked. | Once everyone has come up at least one time to answer a question on the board. | Hand out the paper. Have the students ask you the questions and model giving the answers. | Students will then write their own answers. When they finish they should practice with a partner and then the teacher. | https://docs.google.com/document/d/1cMK9rMVeM6xqERHONt-9We_OaMZsnaDrhrsgy-tY7Xs/edit?usp=drivesdk | https://drive.google.com/file/d/1hq7oT4lXEgYWQermOfSVfflL6w0JqWlL/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-28 | Pardon, what Japanese game do you like | Jason Packman | JHS1 | Listening, Speaking, Pronunciation, Writing | Questions and short answers | Discourse markers | prepare your drawing skills | https://photos.app.goo.gl/TnyykDyDRZ0Zt5h82 | S review what we did last time | Ss remember the previous lesson | T asks S to take out their books and open to pg 61. T reads the dialog and has the students repeat a few times | Pronounce "traditional" Japanese games | Ss can say and spell some traditional Japanese games | Write on the board Japanese games or, if you think students and/or JT won't be too distracted by it, Traditional Japanese Games, on the board. Say you have heard, seen some games, but you aren't sure what they are. Tell S you will draw a picture and ask them to guess. Be ready to draw four games, kendama, karuta, hanafuda, and shogi. Draw them on the board one by one. When students say the word, say pardon, and have them repeat. then have them spell it. Then practice saying them with English word stress with the Japanese words. After practicing spelling and pronunciation ask the students how to describe them. They should be able to say "It is a toy" for kendama, "It is a card game" for karuta and hanafuda and it is a board game for shogi. Write those answers on the board under the photos. | Dictation | Students write down and understand what the teachers stay | NT: Hey! What are these? JTE: The are (traditional) Japanese games. NT: What game do you like? (Which one do you like?) JTE: I like (the one called) kendama. NT: Pardon? JTE: Kendama. K-E-N-D-A-M-A. It is a Japanese toy. Read to have Ss write down. Words in parenthesis may be difficult but are also more natural speech. T can use or not use at discretion. After two or three reads, T writes on board and has S repeat in various ways. NT can (elicit and) write on the dialog on the board and JTE can translate and explain as needed/wanted. T then drill dialog with all four answers with S | S practice dialog | S can say dialog | T then tells students to make pairs and practice dialog a few times. Give S three or four minutes to practice dialog. Then T starts calling kids up to the front to do the dialog first with the NT and then with each other. Do until end of class. If possible, erase dialog from board to have S do without reading it. | New Treasure pg 61 | https://docs.google.com/document/d/1rtjPKeft3cBZ91uCKZ1kvSfYkgRcSBxd7NMZYSiWEok/edit?usp=drivesdk | https://drive.google.com/file/d/10Qaphv2M4pY10jdNWJUPEn3pRRWPT8_Z/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-05-27 | Numbers and Time | Brandon Lindsay | JHS1 | Listening, Speaking, Pronunciation | Numbers: Cardinal numbers | Numbers and time | Review text, 5 minutes | Introduce higher numbers | Students can pronounce higher numbers | * Elicit numbers from students and see how high they can go. * Go to p. 26 and go over numbers. * Stress pronunciation of numbers such as 15 and 50. | Time conversation | Students can use time in a conversation | * Go over pronunciation of time, introducing the 'oh' sound for 7:05, etc. * Read through p. 35 and check for understanding. * Students shadow, then roleplay with the teacher, then with their partner. * Pairs create original conversations, changing the time and situation. | Time telephone | Students can identify and say time expressions | * Divide class into three teams. * Play telephone, where each team has pass the correct time expression down the line by whispering, and the final person has to write (or circle, for lower level classes) the correct time expression. | New Crown 1, p. 26 and 35 | https://docs.google.com/document/d/122AYd1TylMt2cJqLwlLulQgC9x_mnP0No3DTxSvFjpc/edit?usp=drivesdk | https://drive.google.com/file/d/1_QDoYF89uC22KkBNRJ6ZongLjEIFsS1f/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-27 | JHS2 Lesson 6 2018-19, infinitives as objects | Jennifer Willett | Also taught by Andy Hughes | JHS2 | Speaking, Grammar | Infinitives as objects | Infinitive structures | Infinitives as objects (infinitives are being covered over 5 lessons: Lesson #4= as subject, #5= as object, #6= as complement, #7= infinitives of purpose and #8= as adjectives) | Copies of the Infinitives as objects game, one per pair plus a few spares and a big version for the board. | https://drive.google.com/open?id=1g9U-mZH-EeiqBTEM8dWzVnD70xY8Hm9P7lwM0LFLJo8 | Greeting | When S have spoken about their weekend. | Model with JTE then ask the S 'What did you do this Sunday?' Then add the extension question 'What do you like to do on Sundays?', if they can't get the difference the JTE should support and then have S practice. JTE asks a few S to feed back to the class. | Familiarise S with structure | JTE goes over the subject and reminds them of when they studied it in as much detaila s they judge appropriate. | S have studied infinitives, but as there are so many types they often claim they've never studied this form (they have, they're on pg 90-91 of their Shin Chumon textbooks, as the JTE will remind them). | Conversation activity | S have practiced the target form by completing the infinitives as object game in pairs. | Demo game on board with JTE. Emphasise that S need to use their imagination for the white spaces and they should always use infinitives in their responses, be they questions or answers. S play in pairs. The younger student goes first, they janken. win = move 2 spaces. lose= move 1 space. Gray space = make a question White space= answer the question Examples: ⦁ If the grey space says 'She likes to play soccer.', the S should respond "What does she like to do?" ⦁ If the white space says 'What does Tom want to do?', S should respond 'Tom wants to eat ice cream.' | Free conversation | S have consolidated and can independently produce the target structure | What do you want to do this weekend? (answer with 1 sentence, change partner, answer with 2 sentences, change partner, answer with 3 sentences, change partner, answer with 4 sentences.) Feed back to the class: JTE chooses 4 or 5 students to share their 4 sentence answers. | https://docs.google.com/document/d/1G04T6_QmuvXcw8hikCZngJqt6utuqt71n9jVZV5miaI/edit?usp=drivesdk | https://drive.google.com/file/d/1aWO5rmnOy2qEIjGJusPTy_FWYUWSYp3Z/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-05-27 | Introduction to Adjectives | Leigh Bitossi | JHS1 | Listening, Speaking | Adjectives | New Treasure 1A, Lesson 2-1, pages 2 &3 | https://drive.google.com/open?id=11eTndfW0HyEfm36Z4uVj1wOk6I0EZYtK | Introduce adjectives | When students can identify what an adjective is. | On the board, write up a very basic sentence like, "The big dog likes the cat. Highlight "big" and ask everyone if they know what an adjective is in Japanese (Keiyoshi). Do some other quick examples on the board and call out to the class to identify the adjective. | A list of basic adjectives. | When the following list has been elicited. "Big, small, fast, tall, short, hot, cold, good, bad, heavy, light, dark, thick, thin, soft, hard, old, young." | Elicit the adjectives from the class and write them up on the board. Tell the students to write them down in their notebooks for a quick test later. | Textbook, Lesson 2-1. Pages 2&3 | When students have answered all the questions as a class. | This is fairly simple, but it's a chance to introduce a question form like, "Is she young?" This can be expanded on. After finishing the questions from the book, ask the class things like, "Is this pencil red?" "Is this book new?" etc. Always encourage a long answer ("Yes, this book is new.") | https://docs.google.com/document/d/1An8GUAxbRfeZUqRC-mjXFL-2Kz6VE4hiA-0vHIyWlxk/edit?usp=drivesdk | https://drive.google.com/file/d/1eXf8Oq9J7WrkpfvlPE51lgwxFAecONS8/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-27 | Pardon, what Japanese game do you like? | Jason Packman | JHS1 | Listening, Speaking, Pronunciation, Writing | Questions and short answers | Discourse markers | Bring some Japanese games (I have shogi, a deck of karuta and hanafuda cards, ohajiki, and a shogi set) | https://photos.app.goo.gl/TnyykDyDRZ0Zt5h82 | Pronounce traditional Japanese games | Students say and spell some traditional Japanese games. | T brings out a bag. Looks in, says something like "I have some traditional Japanese games. What do you think is in here" ve students guess. If they guess something is in the bag, pull it out and say, that is right. Each time something is pulled out of the bag, have the students tell the teacher again what it is, but the teacher should say "Pardon" and then get the kids to spell it. Teacher writes the spelling on the board, and then repeats it for the students, trying to use an English-like stress and intonation rather than Japanese one. For example, Karuta K-A-R-A-T-A Karuta. but Karuta would said like Ka RU ta. | Describe Japanese games | Students can say one sentence describing the Japanese games | After students know which five Japanese games we are talking about, ask the students to describe them. I came up with these five sentences, but if students come up with something different follow what they say. Karuta. It’s a card game. Hanafuda. It’s a card game. Shoji. It’s a board game. Ohajiki. It’s like marbles. Kendama. It’s a toy. Whatever it decided to use, write those on the board next to the spelling of the words. Once the five sentences are made, have students repeat. Maybe go around the room once having students say them one by one or play criss cross where students have to say one of them, or just drill with the whole class by repeating after the teacher | Dictate a conversation | Students have written down a conversation in their notebooks | Have students open their books to page 61 and practice the dialog one more time as a class -- have even class number students read on character while odd class number students read the other. Then with co-teacher, read the following Hey! What are those? They’re traditional Japanese games Cool. Which one do you like? I like this one. It’s called karuta? Pardon? Karuta. K-A-R-A-T-A. It’s a card game. (change this line if the students came up with a different way to describe Karuta) Wow. How do you play? Like this. Have students listen and write down in their notebooks. Ask Students if they have any questions about meaning. Then practice as a class by reading and repeating. Tell students they should practice with a partner for a few minutes, using all the different types of sentences on the board. | S say the dialog in in front of the class | Two students can come to the front and do the dialog w/o looking at their notes | Choose one S to come to the front. That student is the person who explains the object. S is told they should choose whichever object they like the best and practice the sentence explaining what it is. T starts the dialogue, saying what are these .. S uses the language related to the object they like. Once completed, T does again with a few more people. Finally, T calls up two students to do the dialog by themselves. Continue until all the students have come to the front and done the dialog once. | follow up on Pg 61 of New Treasure, though the lesson doesnt require it. | https://docs.google.com/document/d/1uGJezptNWXlRXE3QUZf6Wmq9ht-sABGzBANLciKzIHQ/edit?usp=drivesdk | https://drive.google.com/file/d/1_GfnB91YcTHlnVX7F9ZeOcrOhzkefI2f/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-05-25 | Will/Going To | Brandon Lindsay | JHS2 | Listening, Speaking, Reading, Writing | Future tenses | Traveling abroad | Check to ensure you have enough handouts provided by Jordan, 10 minutes | Making a schedule | Students will know how to talk about their own future plans | * Show students how to describe their own plans using "will" * Students fill in the chart for each day and write three sentences using the chart. | Interview | Students can describe other people's plans | * Demonstrate how to use the chart and write sentences about other people. * Students interview three people and enter the information into the chart. * Then they will write four sentences using the chart information. | Passport check | Students can ask and answer questions about traveling | * Divide the class in half. Some students are customs agents while others are travelers. * Custom agents have to talk to three travelers and vice versa. * Once they have done three, they can switch. Once they do three for the other role, they can sit down. | https://docs.google.com/document/d/1CIG-s9Wgc__3j7bHY5nw_oxgCvQgoiBXtDPc1stpADE/edit?usp=drivesdk | https://drive.google.com/file/d/1zMkEMR4ezwV3k5fV3y-0-xXZesebnAXP/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-24 | Nice to meet you. | Necole | Also taught by Adam | JHS1 | Speaking, Pronunciation, Reading, Writing | Meeting new people and introducing yourself. | OTHER | Nice to meet you. | New Treasure book and attached handout. | https://drive.google.com/open?id=1hkgyAhm5RcYeao2-HG8_nIEXUSH6_JRn | Listen / Repeat vocabulary at the bottom of page 24. | When students have practiced several times with clear pronunciation and understanding of vocabulary. | Listen / Repeat dialog at the top of page 24. | When students have read several times with clear pronunciation and understanding of sentences. | Page 24 has several supplemental activities that are self explanatory. | Complete time set by teacher or when all activities have been completed. | Distribute attached handout & practice dialog. | When students have practiced reading several times and understand sentence meanings. | Students write their own answers and practice with several partners. | Complete time set by teacher or when students have practiced with at least 6 partners. | New Treasure Stage 1, Second Edition page 24 | https://docs.google.com/document/d/1X6HiIDtvbGr0Fw14ffBr76h3Qc0KMMkS4WMPW19cslg/edit?usp=drivesdk | https://drive.google.com/file/d/15QYlhacp2jTyRziXM2ctLmfagT5tEZzT/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-05-24 | Paragraph to Headline matching | Scott Rosnick | Scott Link, et. al. | SHS1 | Reading | skimming | NONE | Life in the Space Station | Transcribe 5 paragraphs from the textbook into printable documents. (15m) Make a worksheet with headlines that match those 5 paragraphs and has several T/F comprehension questions (30m) | Give basic overview of skimming | Students know WHAT skimming is | Mostly just letting the students know what the word means and what it's for (why are we learning this, etc) | Practice skimming | Students have skimmed some materials and displayed skimming-level-depth of comprehension of those paragraphs | Students have chosen "headlines" from their worksheets that fit the paragraphs they read FROM THE WALLS of the classroom. Students should skim quickly, return to their seats to discuss and choose the headline, stand up to skim the next paragraph (repeat) but that may lead to excessive moving-around-chaos, so adjust as needed. Students should not stand at the paragraphs and read carefully, and they should not look in their textbooks | Read carefully for more depth and to check their answers | Students have reread the paragraph out of their textbook and answered some comprehension questions | In the process of the careful reread, students may change their minds about paragraph headlines. That's proper, and good. So don't check skimming/matching answers until after the rereads. | Share opinions and personal values | Students answer some personal opinion/values questions regarding space travel | Extension work primarily for advanced students. Lower ability students won't have the time or facility to do this part. | Crown, English Communication I, Lesson 2, pp 17-21 | https://docs.google.com/document/d/1v0TYzOZBxVtkdOc9lFN8sWFy9mDUjOxEGnwJbk1l1Vw/edit?usp=drivesdk | https://drive.google.com/file/d/1X6fyYdDgljMhBWNimhdi3I-O2gZ2NrmG/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-05-24 | SHS1 Lesson 6 Modals/Auxiliary verbs | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Speaking | Modals | Auxiliary verbs | A bit of a mix of grammar points, but this was what's on the syllabus and was requested by the head of dept in a planning meeting. | Should have, May have, Would have practice worksheet. | https://drive.google.com/open?id=1OgrA96ZKCJo9OPHl-VSl25coRC1ukWud1GQoR1Y-reo, https://drive.google.com/open?id=1hF6y0tlXvepM8IeYkt3pV08VwTjCuTtmNDJQtDW52DA | Warm up & greet class | When S have asked 'how have you been?' & 'What have you been doing?' & have answered in pairs. | 5m S use this warm up weekly until they have really gotten to grips with the present perfect tense, which tends to be consistently weak across this year group. Get feedback from one or two pairs. | Make sure S understand the target language | When S have reviewed the grammar | Review grammar, one pattern at a time, when it's used and then have S practise speaking in pairs using the worksheet prompts for that pattern. 15m Have + Past Participle 'I should have ~' (expressing regret) 'He may have ~' (guessing) 'I would have ~' (expressing past unreal) Give S the 'Should have/May have/Would have' worksheet. S work in pairs to express a regret to the problem prompts on the sheet, taking turns. S have around 5m per grammar points, so won't be able to cover all prompts unless they're really high level. | Mind Reader activity | When S have further increased accuracy with the target language | Distribute the Mind Reader activity (NET has previously completed this with their answers, which should be not too obvious, but feasible for S to guess correctly). Emphasise that S should guess WHAT THEY THINK THE NET WROTE, not just answer with any idea 1) Read each problem as a class, have S complete their guess of what you wrote. 2) To make sure timing stays on track do the activity one problem at a time, each problem should take around 2m to read and check the meaning of and for S to complete. 3) Ask 1 or 2 for their answers, then reveal the answer, S who were close/correct get a point, repeat with the next problem. Repeat with as many problems as appropriate for the class timing. Correct any common errors. | If time free conversation | When S have had more extended conversations using the target language | Go back to any unfinished prompts from the '' worksheet. Ask S to work in pairs, but this time they must make a longer story. Start with having them talk to someone and give a 1 sentence answer, they then change partner and answr the same prompt with a minimum of 2 sentences, then change partner and give a 3 sentence answer etc. If needed additional prompts: Talk about a mistake you made and what you should have done instead. Talk about what you think may have happened in the picture Talk about how your life would be different if you had been a boy/girl. (opposite gender) | https://docs.google.com/document/d/1TxRRCxL43HpF3yNjvNSJqy4-9PHqx7DjWvO76n9QAAo/edit?usp=drivesdk | https://drive.google.com/file/d/102VxVGsfSU3hJgmJ-RM0rns6n2Kn6FtW/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-05-24 | Lesson 6 - I was... | Kevin Warzala | JHS2 | Listening, Speaking, Pronunciation, Writing, Grammar | Past continuous (progressive) tense | New Crown #2 - 14-15 | https://drive.google.com/open?id=1WTsCKSB2Z0tLSwmqzcgzwMygnYdU6Jwb3cVFyPOK5AU, https://drive.google.com/open?id=1FrMeL_mcY0ZJBMLl-8455Efs_DiiL0jzcH2i9VmhmAY | Grammar / Pronunciation Review | Ss can make the sounds and find the mistakes in the sentences | Pronunciation | Ss can distinguish between S and TH | Past Continuous | Ss can create their own schedule and write about their own schedule and the schedules of others | https://docs.google.com/document/d/1mgv_juO-A3Ke_6ZiDEL-GfDAoOrD8zVJm-qr6dJeF74/edit?usp=drivesdk | https://drive.google.com/file/d/1qV1fcrkcg9EDFJiLYtbMneQMFQdzKX5N/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-24 | Lesson 12 + 13 - Beauty | Kevin Warzala | SHS3 | Listening, Speaking | Adjectives to describe personality and character | Japan New Changing Times - Unit 4 | https://drive.google.com/open?id=1VTNLEI_cHjNNOV9L2zMSkIUkTk9YZwiIPiZTyQhqABI, https://drive.google.com/open?id=1j0eWOKMUIjw1J3mKmv_RjQgcvaAEF7G6RcRSzfX4sDQ | Free Talk | Ss spend about 10 minutes speaking with their peers | Vocab | Ss can correctly give examples and make sentences with the new vocab words | Survey | Ss can ask questions and analyze the answers of their peers | Pair Conversation | Ss can continue a conversation for as long as possible | Ideal Type | Ss will be able to discuss ideals related to how attractive a person`s appearance and personality are | https://docs.google.com/document/d/1oR76R-EgOU4_-7CpwwfxPDG5-FlahKWaM4Phn3T_KWo/edit?usp=drivesdk | https://drive.google.com/file/d/1YGqUAko1SlGrnHlBmxyScu6JaY6CXzkz/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-24 | Lesson 6 - Is she...? | Kevin Warzala | JHS1 | Listening, Speaking, Grammar | Questions and short answers | School Subjects | Quiz, Worksheet | https://drive.google.com/open?id=1i1fN_Ri1BUTW5aOGksfP9-Wn8KYUj4065tiW1BNm_0I, https://drive.google.com/open?id=1M8dGR6wZGFHtV0oG_Loi6ho05UOuwm2ESGTa1FsSI24, https://drive.google.com/open?id=1fYeTOYlKbkyFgm7A5wD6kUxj6nJO3BAEOIPFolW6stM | Review Animal Vocab | Students can recall the six animals from last class | Pronunciation | Students can distinguish between S/Th through listening and speaking | Vocab | Students know the names of various subjects and clubs in English, and can add to the list of vocabulary | Is she...? | Students can ask and answer the question "Is she good at ...?" | New Crown #1 - 32-33 | https://docs.google.com/document/d/1qWfXxg_bhqOyydjE20HZXlCCQFpmTXWOiCJB0vfT01c/edit?usp=drivesdk | https://drive.google.com/file/d/1bpKNIgGY7eYEGkBxMSw6gUFKqNTKn-3y/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-23 | Eiken Practice | Mary McCaffery | SHS1 | Speaking, Reading, Writing | OTHER | Eiken interview practice | worksheet | reading | when student can read smoother than first try | students practice reading a level pre-2 eiken interview reading | picture description | when student write sentences describing the pictures in eiken style format | teach students how to write picture descriptions, hints, points to remember for pre-2 level. | interview questions | when student can answer the questions using their knowledge in full sentences | teach how to answer pre-2 level style questions, give tips, and then go through example before students answer questions on the worksheet. | https://docs.google.com/document/d/1vP1peJZLCFD1q93A-G8j9D02T5dUwOhS7tM9xbjujGs/edit?usp=drivesdk | https://drive.google.com/file/d/1J5AZAGQhRYuAZWzQyOu3sYcuXIu3-rWy/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-23 | I feel sick | Mary McCaffery | JHS3 | Speaking | OTHER | sick vocabulary | worksheet, word puzzles | vocabulary in conversation | when student understands key vocabulary and can use in a conversation practice | list of vocabulary, practice sample conversation, and then make their own versions | word search | complete when the students finish the puzzle | students find the learnt vocabulary in a word search puzzle | learn feelings vocabulary | when students understand the key vocabulary and can use in a sentence. | list of vocabulary, practice sample conversation, and then make their own versions | crossword puzzle | when they finish the puzzle | find the learnt feelings vocabulary in a crossword puzzle | https://docs.google.com/document/d/1dFxqdCi9LWkGMWxEEHNjwNszWIDN_j99sJdWw9EtVTQ/edit?usp=drivesdk | https://drive.google.com/file/d/1xihDmGX9L2BdEJqhKc_MAEzAtAed4UbB/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-05-23 | Pardon? You like lychees? | Jason Packman | JHS1 | Speaking, Grammar | Questions and short answers | Discourse markers | Familizare with the textbook, New Treasure | https://photos.app.goo.gl/TnyykDyDRZ0Zt5h82 | Introduce the new T teacher | Students have learned more about the T and feel comfortable | NT says hello I am your new teacher for the day. NT writes the numbers 5, 4, 3, 2, 1 in descending order on the board. NT then says, everyone, ask me 5 questions. NT waits for volunteers or calls on S. NT asks each student their name and tries to say "Pardon" to get them to repeat their name more slowly. Then answers the questions, asks back the questions to those who ask, and generally ingratiates themselves with the students | Practice the dialog on pg 61 | Students understand the dialog in the book | NT writes on the board allison and koichi for the amount of lines each has. NT and JTE say they will do the dialog and asks S to listen but not open their books.When finished reading the dialog, NT asks "What did you hear" NT slowly recreates the dialog on the board from what the S say. NT and JTE reread the dialog 2 or 3 times until S have recreated the whole dialog on the board. Ts ask students to open their books. Ts then do the dialog one more time. Ts then ask S if they don't know any of the words -- difficult words are Pardon (refer back to the beginning of the class) and strange (difficult to explain, means in this use unknown in addition to something not normal. I felt the JTE was missing that nuance of being unknown in his translation). Students then repeat after the NT one time and then shadow (read as the same time or a few beats after the NT) as well. Check for pronunciation issues: fruit not fruits and apples not apple. (see dialog for context) Also check for intonation, for example on Pardon and Well.... it's good! | Students practice the dialog | Students can stand up and do the dialog in front of the class | Ts tell students they will now practice the dialog in pairs. Make pairs and tell students they have 2 or 3 minutes to practice the dialog. When time is up, T has pairs stand up and do the dialog in the class. (I had students make new pairs.) | Students do activity plus | Students can stand up and do the dialog in front of the class | Try to find some typlically japanese object in the room and ask "what's this" and when the studnets answer say "pardon" a few times to get S to understand what that means. Then go over the first dialog in activity+. When students generally understand have students work on the dialog in pairs for a few minutes then start calling people to stand up and do the four remaining conversations in the book in front of the class. | https://docs.google.com/document/d/12uXpmEMm7wvX-GGdZDzqAVjvYGx4kyVrEEo8JIl3YqM/edit?usp=drivesdk | https://drive.google.com/file/d/1CYxC-bdrw8QlT6Iev4Xuyg4aNyzdKIJX/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-05-23 | EFL2 May 21 "Why not?" | Jeremy Gardener | SHS2 | Listening, Reading, Grammar | Present perfect simple tense | Typed out script of listening track with some words missing. | https://drive.google.com/open?id=1Kq2A6sgcmAw-W5d3a-m8GcqJc63Mdz-q | Read Remember Speak | Do RRS with conversation example on page 36 | Students do RRS for both roles in the conversation on page 36 which is about routines and habits. | Blank fill for WS with missing words | Students fill in words from their own imagination | Each student gets a script of the listening activity recording. Before playing the recording, have students think about the situation and grammar to fill in what the missing works MIGHT be. Check the answers that the students have and correct any grammar mistakes that they have made. | Listen to recording and fill in correct missing words | Listen to recording and fill in correct missing words | Play the recording once and have the students fill the int correct words that they hear. Check to make sure they they heard all the word correctly. | Comprehension questions. | Have students answer the comprehension questions for each conversation. | Have students answer the comprehension questions for each conversation and check their answers on the board. Be sure that they answer the questions properly in regard to content and grammar. | https://docs.google.com/document/d/13aYkTP8Ss-WBF9ZsxJFMGF_g5pCS5gcbmUNTPxe0YIQ/edit?usp=drivesdk | https://drive.google.com/file/d/12Hh5xjubUBdbp_OvGfTcI-krBcx6CNIp/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-05-22 | What am I? (Warm up / Game / Filler) | Necole | JHS1, JHS2, JHS3, SHS1, SHS2, SHS3 | Vocabulary | This game is for fun, but can be used to teach vocabulary. | NONE | Guessing Game | The pictures that students will guess are on power point; so you'll need a laptop or device that can connect to a TV for viewing. | https://drive.google.com/open?id=1YIgYjci5SmlhJUyMlLQnJ7G6343i-HdzjmR3EXfPMqE, https://drive.google.com/open?id=1R_nrqIP-AZX2ep0OGJoCR0tbUHTHQ-3BVSMxW2_E7kA | Distribute handouts. | Explain game to students using example on the handout. When all students understand, you can move on to the next step. | Students usually understand the game, but depending on class levels, additional pictures can be prepared for examples / practice. | Start the power point presenation and go through all of the pictures; giving students a chance to guess and write their answers. | When students have finished all 15 pictures. | Before the game starts, students will usually ask if they can write katakana or hiragana for their answers. I usually allow this; however at the end of the game, they should write answers in English when checking answers. | Check answers by presenting the 2nd half of the power point; which shows full pictures of the previous 15 slides. | Once all students have checked and written answers in English. | I usually reward stickers to students who guessed the most answers. | https://docs.google.com/document/d/1VU9Wy2-3l4RJIXo7jwwL38TDb5U_UzGnKl1EweqV2Z0/edit?usp=drivesdk | https://drive.google.com/file/d/1BT-wa_lgD6dj50YM2ymNJLZQQBeGZvi-/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-21 | Prohibition and Obligation | Scott Link | Alvaro Leiva, Scott Rosnick | SHS1 | Listening, Speaking, Grammar | MUST or HAVE TO (obligation) | Prohibition (can't, not allowed to, not permitted to) Obligation (have to, need to, must) | Rules | About an hour to review the textbook materials, make copies, etc | Ask the students if they always follow the rules or if they break rules, if so how? | Students share their experiences with the class. | Students listen to a conversation. They listen for the grammar and rules in the conversation. | Students have listened to the conversation and found the grammar point. | The grammar is prohibition and obligation. | Teacher teaches how to form prohibition and obligation sentences with (can't, not allowed to, not permitted to) (have to, need to, must) | Students understand how to properly form the sentences | Students look at various signs and think of sentences to describe the signs | Students have written and shared rules based on signs | The signs are mostly road/safety signs | Students listen to a man's first day at work. He keeps doing things wrong and his coworkers tell him what he can/can't do there. Students choose pictures that describe the correct order of the listening, then they listen again and write the office rules | Students have listened twice and understand the order of the photos and know the rules of the man's office. We go over the answers together. | Students come up with 5 rules about this school/class/etc. They share them with the class | Students have shared their 5 rules with the class. | Four Corners Unit 1B | https://docs.google.com/document/d/1Q76mYNtsYufgVxcwrWMG6V9xb2g4-dCQQeknNjqLD1w/edit?usp=drivesdk | https://drive.google.com/file/d/1r88aem0mkF2G3TpOUREUPXyrdFGzCo6M/view?usp=drivesdk | |||||||||||||||||||||||
| 2018-05-21 | Space Experiment | Alvaro Leiva | SHS1 | Listening, Speaking, Reading, Writing | OTHER | Space Experiment Vocabulary | Space | Less than 10 minutes; copies of worksheet for students, access to a projector to show video to students | https://drive.google.com/open?id=1y3qHHmabns7PgdO7YpoULMdW9e5IwSv0 | https://www.youtube.com/watch?v=lMtXfwk7PXg | Pass out worksheet, have students read DEFINITIONS, have them write the JAPANESE word | All students have written their Japanese words for their DEFINITIONS | Students make pairs. They take turns asking for WORDS, DEFINITIONS, and JAPANESE. Partners give answers. | All students have completed the task. | Students answer STEP 3 of the worksheet. | All students have written down their answer. | Students share their answers to their partner. They try to convince their partner that their guess is correct. | All students have shared their answers. | If students changed their mind about their answer, they write their new guess. | All students have either written a new answer or kept their same answer. | Students watch the YOUTUBE video, answer the questions from their worksheet | All questions have been answered. | Additional questions may require the video to be replayed a few times for students to get the correct answer. | https://docs.google.com/document/d/1C4NeqZImQFHwnQNZCb74Dv_4Fb3xW-IyktC1AX3-j60/edit?usp=drivesdk | https://drive.google.com/file/d/1oD4chu8J1PUlt8M_sm1R_SWbdorzYChn/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-05-21 | Phonics | Brandon Lindsay | JHS1 | Listening, Pronunciation, Reading | Word formation | Think of some words good for phonics activities, 10 minutes | Intro phonics sounds | Students can identify multiple sounds for each letter | * Elicit vowels and show that there are at least two sounds for each letter. * Elicit words containing each sound, or give examples if they can't think of any. * JTE can give additional explanation if necessary. | Phonics Karuta | Students can identify letters by the sounds | * Divide the class into two teams and elicit a team name from each. * Write three of the same letters on the board for each team. * Teacher explains that they will say a word and the students have to touch the corresponding letter. The fastest team gets a point. * Once they are comfortable, change the letters, add letters, or even give them two-syllable words worth two points each. | Elimination game | Students associate read letters with spoken sounds | * Introduce the list of eight words in the textbook on p. 48. Show how each pair includes both sounds for a given letter. * For the game, each student can say up to three consecutive words from the list. However, if they end up saying the 'out' word, they are out of the game and have to sit down. Keep going until time runs out or someone wins. | New Crown, p. 48 | https://docs.google.com/document/d/1ekuhGE9lND6EFienjYCeniyADpavffXVvBN-96z7XVk/edit?usp=drivesdk | https://drive.google.com/file/d/1pYcwUdyuK_CUMW28Ar7WcaopcEbM5gMJ/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-21 | Vivid English - Unit 1 Lesson 3 | Samuel Chad Darbouze | SHS2 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | OTHER | Grammar and vocabulary from Unit 1 Lesson 3 of Vivid English. | COMM2 - Vivid English - U1L3 - Vocabulary Wordsearch; COMM2 - Vivid English - U1L3 - Vocabulary & Grammar Worksheet; Read & Run cards | https://drive.google.com/open?id=11tpdO1QYpyKXBcq9GQ5_Ind9NGwo78j-, https://drive.google.com/open?id=19DJHSxYRevPZxIj0pTSuM64jxv5u4VJe | Ss practice listening and repeating the vocabulary for the unit. Ask Ss for meanings of words in Japanese and English. Ss make pairs and complete the Wordsearch. | Ss show retention of vocabulary and find the vocabulary words in the Wordsearch. | Ss make pairs and rewrite words in the right order to make sentences. (Give Ss an example if necessary. Walk around the room to help Ss who need it.) After Ss finish, review answers together. Ask for answers in English and for meaning in Japanese. | Ss show comprehension of grammar patterns. | (Important: While Ss are doing the worksheet, Ts should scatter Read & Run cards around the room.) Ss make groups of 4~6. One S from each group stands up and goes to find a Read & Run card. They come back and tell their group what was written down, and the group writes the words down on the right line. Have each group say one sentence aloud after all groups have written all the sentences. | Ss are able to find all the sentence cards and speak/listen to each other to write the sentences in the correct order. | Vivid English, Unit 1 Lesson 3 | https://docs.google.com/document/d/1vzfWjbJRJLQRzmHR2EbjiciOYbK9OFpjj1a7W-aqgGI/edit?usp=drivesdk | https://drive.google.com/file/d/1bQ8_RfP4TKwTOVfqQTr-8yx-0po3GdK_/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-21 | Today's info | James Modlin | JHS1, JHS2, JHS3, SHS1, SHS2, SHS3 | Listening, Speaking, Writing | Questions and short answers | some blank or lined paper | Telephone game. Have students line up and whisper or show a written word or phrase to the last student of each time. They will tell the next member and so on until the person at the front writes the answer on the board. | As long as everyone goes at least once or twice, that's enough. | Pass out the paper. Have students listen and write. | A1: What day is it? B1: It's Monday; A2: What's today's date? B2: It's May 21st; A3: How's the weather? B3: It's sunny. | Have them memorize the dialogs (or as much as they can). | Once finished, come to the front with a partner and perform the dialog for the teacher. | https://docs.google.com/document/d/1ddi0OOjp62QEZ-9Yl8mEz40zf7fL9JDFTdkEGUYGOvA/edit?usp=drivesdk | https://drive.google.com/file/d/1Sq9kE9dPPD-NTCHXW_kP4h3Vg2bjgAI_/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-21 | Determiners | Stuart Dalziel | JHS3 | Listening, Speaking, Writing, Grammar | Determiners (words that can come before nouns) | Printing 2 sets of worksheets and 3 x A3 board prompts. Reading lesson plan. | https://drive.google.com/open?id=1BcL6ZNEg-1H1s3vIUio8PMKVcEli6-b1, https://drive.google.com/open?id=1iD52cJzfQkyvDinRHtiWqKXCML_fPBz_, https://drive.google.com/open?id=1YZAAS6Y5MVyOVkLtmjKr8Hz4sTaUr7lq, https://drive.google.com/open?id=1F_7DtE0bLgZyonr5DoCprboV_2c1xQQk, https://drive.google.com/open?id=10u_UX1JJyqAUmv3Qp66QfXP-BuFblg1O, https://drive.google.com/open?id=1Mozo_NsGdKWfxrb1w4J8vrKC7-sPQdFb | Language Check / AcquisitionOne of the 3 A3 characters is pinned to the board. Students are invited to describe the character.Another Character is pinned beside it and students invited to compare the two. Target language ‘one’ and ‘the other’ given to describe differences and ‘both’ to describe similarities. | Ss can correctly produce target lang for given examples | In our class: Three students invited at random to stand up. The rest of the group encouraged to make correct sentences regarding their similarities and differences (monitor carefully to avoid inviting mean comments if any of your classes are so inclined). | Further examples of target language elicited for 3 students in group. | Spot the differences (and the similarities)Students are divided into teams. Along rows. Each team is given the spot the difference sheets, at a ratio of one per pairEach pair is given five minutes to discuss the differences and similarities using today’s target determiners (one, the other and both).The team game then begins. Starting with the first picture, each team must in turn state a grammatically perfect similarity between the two images using both to receive a point. The same is then done for a difference using one and the other Then move on to picture two. Continue until all pictures have been exhausted of similarities and differences. | All differences exhausted for all prompts | Worksheet. Students complete the worksheet “Similarities and differences”. Answers peer reviewed if time. | Worksheet completed and peer reviewed or bell rings | New Treasure 2 P:122-123 | https://docs.google.com/document/d/1F2KcDU2wUYo9qkt5dKMVFbHPA0wwE8Zxvl7y6N6E7cM/edit?usp=drivesdk | https://drive.google.com/file/d/1xrDE25ON3jwt6zI7ooHloLeHchCHsx5T/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-21 | Biography on a friend - Part 3, Speaking Test | Ivy Li | Angus Dunn | JHS3 | Listening, Speaking, Writing, Grammar | Present perfect tenses | Experiences and continuous | Speaking test score sheet, marking sheet for biography | Show students example report | Go through the different feature of the report to make writing more cohesive | Speaking test | Where have you traveled to? - Speaking test conversation | Speaking test feedback | Provide students with feedback on speaking test | Check assignment | Students submit assignment on Google Classroom | https://docs.google.com/document/d/1MSxpEQoxES4YH6M1QlFSjC1xzze9EU-BFO7bkpCT7Ug/edit?usp=drivesdk | https://drive.google.com/file/d/1uJJSiM_cGDURSuTinNK9p1iZ3b311ZaD/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-21 | Biography of a friend - Part 2 | Ivy Li | Angus DUnn | JHS3 | Listening, Speaking, Writing, Grammar | Present perfect tenses | Continuous | Biography template | Interview | Students use their questions to interview partner | Introduce new grammar | Students ask their partner the How long.. questions | Begin writing their report | Students finish writing 2 sections | https://docs.google.com/document/d/1kTO6svikR-ydw8svTH-VgZz0WbjB-Foh_pPCXPscPpc/edit?usp=drivesdk | https://drive.google.com/file/d/126lRKh-1Vxl5az8EJTKyC28kg6dyv3np/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-21 | Biography on a friend - Part 1 | Ivy Li | Angus Dunn | JHS3 | Listening, Speaking, Writing, Grammar | Present perfect tenses | Experiences | Biography template | Review present perfect | Students practice using grammar with their partner | Questions for interview | Students create questions to ask their partner | Review questions | Teacher reviews their questions for students, come up with some as a group if they have not completed enough | https://docs.google.com/document/d/1gWSh2ccDCIBkiSPZ5UuHHXdSbmh9lkttgLl9nyylDxs/edit?usp=drivesdk | https://drive.google.com/file/d/1WREI3tAqfQlrX9syEcIBCYCAZz7b07AU/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-21 | School Life Report - Part 3 | Ivy Li | Angus Dunn | JHS2 | Writing, Grammar | Future continuous tense: (will be V+ing) | Report template | Introduce future tense | Students practice using future tense | Question - how will school life be in 50 years? | Students write a small paragraph | Assist students if they need help | Students submit assignment on Google Classroom | https://docs.google.com/document/d/18D59l2a30kZbCQh8lbc606aD-V8qdSTqoVUeeOsl_Qk/edit?usp=drivesdk | https://drive.google.com/file/d/1uUfSYReo0pYSVybKD0QlS-BVLTFEbGVL/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-21 | Report on School Life - Part 2 | Ivy Li | Angus Dunn | JHS2 | Writing, Grammar | Present simple tense | Report template | Introduce present simple | Students answer the question How is school life now? | Report writing | Students write about the past and present school life | Conclusion | Teacher to check their work | https://docs.google.com/document/d/1ojdEMyIfl1X1E6MQQlQO_QbDYJM8UNRjyMJ3midlNuY/edit?usp=drivesdk | https://drive.google.com/file/d/1QJC0DHG4WlDYBP4JrcZ1V6o4GXgkg8i8/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-21 | Sports English Body Language/Quick Responses | Alvaro Leiva | SHS3 | Listening, Speaking, Reading, Writing | NONE | Body Language | Less than 30 minutes; need flashcards of the 18 pictures (9 from body language, 9 from quick responses) from the textbook (or download any clip-art from the Google), set of 18 sentences (9 for body language, 9 for quick responses) for practice, and blank piece of paper for students to write original sentences. OPTIONAL; a worksheet can be for students to follow along with the textbook | Have the students read and match key phrases with flashcards | All students have matched key phrases with flashcards | Afterwards, students can translate the phrases to Japanese. Also, good idea to have have students repeat after teacher as to how to pronounce the terms | In pairs or groups of 4-6, students match sentences with appropriate response | All students have finished | Teacher should have a set of sentences made before going to class. They can be made into flashcards or printed into a worksheet. Students are to match the sentence, with the phrase used in part 1. | Students work in pairs/ groups to create 3 original sentences and what appropriate response they would use | All students have finished | Students match keywords with pictures for quick responses | All students have matched keywords and phrases | Same thing as number 1 except this is for quick responses | In pairs or groups of 4-6, students match sentences with appropriate response | All students have finished | Same as before but this is for quick response | Students work in pairs/ groups to create 3 original sentences and what appropriate response they would use | All students have finished | Same as before | My Passport English Conversation, Culture Talk 2, pg 16-17 | https://docs.google.com/document/d/1-KjcqrsX03X60Dh8t1vEVlze30mNHk45UwsWDFD7ZHY/edit?usp=drivesdk | https://drive.google.com/file/d/1bujxCvLn51AE_nNp7qC_JFQjVfPHjI7c/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-05-21 | Report on School Life | Ivy Li | Angus Dunn | JHS2 | Writing, Grammar | Past perfect continuous (progressive) tense | School report template | Review past tense | Discuss what they did during spring break | Introduce past progressive | Teacher models questions for students to ask and answer | Report on School Life | Students have come up with 10 questions to ask their parents | https://docs.google.com/document/d/1G3cfSEtYd4LpgzQGPflHhFAJZK8kDbZC7zau-RxDupk/edit?usp=drivesdk | https://drive.google.com/file/d/1-J-CSIx4vVLgCzKge5kVoJytx0oiktaM/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-21 | Speaking Test and Pronunciation worksheet | Ivy Li | Angus Dunn | JHS1 | Listening, Speaking, Pronunciation, Grammar | Present simple tense | Yes/No questions | Test score sheet, pronunciation diagram | Pronouncation investigation | Students complete diagram and draw in tongue and mouth position for letter sounds | Speaking Test | Students are tested on their ability to ask and answer Do you and What do you do questions | Test feedback | Give students feedback on their speaking test | https://docs.google.com/document/d/1jiVc-NpijqiKq976Z1ZKZMxFYYgKiR8a50f9zV6yiOU/edit?usp=drivesdk | https://drive.google.com/file/d/16UcWuFYgf2H_4NdzE9tI2tNnpBzRbJfo/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-21 | Yes/No questions | Ivy Li | Angus Dunn | JHS1 | Listening, Speaking, Grammar | Present simple tense | Yes no questions | Timetable | Review speaking test | Practice letter sounds | Mingle Game | Students practice asking Do you questions using the correct verb | Timetable | Students ask their partner What do you do... and fill in their daily timetable | https://docs.google.com/document/d/1RUp9QERgrTmJR5nC2BlZ1hSN_rbY7xNQrBnc4GqNCxA/edit?usp=drivesdk | https://drive.google.com/file/d/1abg49bKP5S82Ub0_DGyUNwBEh8_LaX8C/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-21 | Speaking Test | Ivy Li | Angus Dunn | JHS1 | Listening, Speaking, Pronunciation, Grammar | Present simple tense | Score sheet | Explain test structure | Students understand test structure | Speaking test | Students answer questions based on topics from round 1-3 | All About Me - Google Classroom | Students have written 5 sentences about themselves using present tense and submit on Classroom | https://docs.google.com/document/d/13GdAEldeZpO2NHjGDZ4eaVIVFU4gCvALIbaaRG81kgU/edit?usp=drivesdk | https://drive.google.com/file/d/1NHqL0r7dwQUySE94MztrXVP3EM9RHgCa/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-21 | Pronunciation, to be verbs (negative), basic questions | Ivy Li | Angus Dunn | JHS1 | Speaking, Pronunciation, Grammar | Past simple tense | Basic questions | Google classroom | Pronounce letter pairs | students can pronounce letter pairs | key word game | teacher calls out letter sounds, students must grab eraser when they hear the sound | Basic greetings | Students can ask and answer basic greetings | https://docs.google.com/document/d/1BzcHU7vlfW8KuZjpXyJRnoTV3RztIL6lFecTVBVQST4/edit?usp=drivesdk | https://drive.google.com/file/d/1Yh4R_MY2nQKhO3E669AQe6FipSPvD-C6/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-21 | Pronunciation, to be | Ivy Li | Angus Dunn | JHS1 | Speaking, Pronunciation, Grammar | Present simple tense | to be | Occupation and animal cards | Pronuncation | Students can pronounce the letter sounds | Language practice -to be (noun) | Students practice - I am a.., Are you a...? | Gesture Game | Students take turns to perform an occupation using the cards, all students in group have a turn | Language practice - I am (adjective) | Students practice - Are you...?, I am.... | 3 hint quiz | Students make quiz about an animal, their partner must guess | https://docs.google.com/document/d/1BR7s-IhyYQ_Np-yy3edH0hICUnW8IO3oNoO-yM_ov4o/edit?usp=drivesdk | https://drive.google.com/file/d/1hY4uE7OPOkQ-_lmvaRgAH0DjOQ0CAYcw/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-21 | Pronuncation | Ivy Li | Angus Dunn | JHS1 | Pronunciation | Punctuation | Prepared letter cards | Pronunciation of letter sounds | Students can pronunciate sounds correctly | Play Bingo using letter pairs | Play until half the class has won | Karuta | Students take turns to pronounce a letter sound, peers must find correct sound | https://docs.google.com/document/d/1H8FzSGFHguT6HGY2sGiFoXCvhhZTtBDElUrXx3KUFwk/edit?usp=drivesdk | https://drive.google.com/file/d/1hG_3zmWPrXl9OjwitCywGGKNdQMRz0tU/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-18 | Making Plans | Brandon Lindsay | JHS2 | Speaking, Reading, Grammar | Conditionals | Making plans | Look at textbook, 5 minutes | Lesson Intro | Students understand the meaning of the conversation | * Warm up: randomly ask students what they did last night (referring to prior lesson's language). * Intro Let's Talk scenario. Elicit info about page. * Students shadow the teacher. Then students take one role, the teacher the other. Then switch. | Create new dialogue | Students are comfortable saying the language | * Form pairs. Partners practice the dialogue. * Teacher shows how to substitute new words in dialogue, shows Idea Box for inspiration. * Play the ball pass game. One person says a line of the dialogue, passes the ball, and sits down. Next person does the same until everyone is sitting down. (only do this if there is enough time) | Presentations | Students can use the language in conversation | * Next, pairs reform and together they come up with their own dialogue using the language. * Pairs perform the new dialogue. | New Crown 2, p. 22 | https://docs.google.com/document/d/18CpnY4oG3kE4HWfh5KZvf7dRg9m6zMl7sM6tE_hHOvI/edit?usp=drivesdk | https://drive.google.com/file/d/1Py5oCNUp4JuL467OgWninNyakmltF71c/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-18 | ask for permission | Mary McCaffery | SHS2 | Listening, Speaking | Modals | instructional video, dialogue print, power point, worksheet | https://www.youtube.com/watch?v=avMCZt0PIt8 | listening/comprehension video | complete when they understand the point of the video and the key phrases being used | watch once and then go over the language before watching a second time speaking along with the video | power point | complete when students understand and can use the target language | worksheet | when students can create their own questions asking for permission | https://docs.google.com/document/d/1dyofWYtkWvdxaqabyJfWBJ_N4oE1H8CS7f9H2akejSk/edit?usp=drivesdk | https://drive.google.com/file/d/1IfCT43DMQ5zFsZyLJ4-8e3KkDuXvwBz2/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-18 | small talk | Mary McCaffery | SHS2 | Speaking | NONE | worksheet | react to news | when students understand the news states and react appropriately | one sentence news is said in pairs and the other student reacts appropriately to the news | small talk examples | students understand concept of small talk and give some examples of how to start a conversation | various topics are talked about and examples given, then students practice in groups | expanding small talk | when students can successfully have a short conversation with partner | using AAA (ask answer add) to create conversations about familiar topics to various partners in the class | https://docs.google.com/document/d/14p2njYeSw1_yk1Wnh1RDZbJxPX0qUq-tzgs8iISlmvQ/edit?usp=drivesdk | https://drive.google.com/file/d/1gZIMUTkG0LmkG-FFa8GfMSiOBLwInNph/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-18 | Japanese Holidays | Mary McCaffery | SHS2 | Speaking, Writing | NONE | CD, worksheet, power point | listening activity | when students answer the questions based on the listening | short listening exercise on CD, students answer the related questions on a worksheet | power point show | when students understand the topic explained | power point giving examples on American holidays compared to Japanese holidays | write about Japanese holiday | complete when students can talk about a Japanese holiday in detail | various Japanese holidays are discussed in groups and then each students writes about one chosen holiday in detail on the worksheet | https://docs.google.com/document/d/1iWFAmKMI8LVQPSKRvQLQwRijYe5X_A671kwkZ-Mgb8g/edit?usp=drivesdk | https://drive.google.com/file/d/1Q72kK3m7CfP6L-oqlrC4xwl3KSOeqJmy/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-18 | Restaurant ordering | Mary McCaffery | SHS2 | Listening, Speaking | OTHER | practice ordering food in a restaurant | power point, menus, worksheet, food cards | power point listening | when students understand the key phrases and objective of the lesson | ordering food activity | when students follow the instructions and order food before the time runs out | food cards are handed out, half the class are customers and half are waiters. they go around the classroom ordering different food items under a time limit. | ordering from a menu | when students can practice the sample role play conversation ordering and complaining about orders without help | in groups, using a menu, students take turn being the waiter, order food and then complain about their order | https://docs.google.com/document/d/1-vzwqGquL3h0B5dI2UtGtLi59xIh0Amiv00MsZEmDWo/edit?usp=drivesdk | https://drive.google.com/file/d/1mXBZL8YMkGBCoIdmvboCxgkPCVhieeG_/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-18 | Ordering food/drink | Mary McCaffery | SHS2 | Listening, Speaking | OTHER | practice how to order drinks in various settings | power point, cafe menu, print | review last week's target language | when students can use the target language without help | using a power point to go over last week's words and phrases | power point on problems when ordering | complete when students can successfully order in addition to complaining about their order | the students have to make a complaint about a wrong order or problem with their food | ordering role play | complete when students can successfully use the target language without help | in groups, role play ordering food/drink and complaining about the order, students take turns being the waiter | https://docs.google.com/document/d/1QiiHcMO9HU3aljHeL6uTPtqpTgqGgU9waHpQjAW9ahA/edit?usp=drivesdk | https://drive.google.com/file/d/1nE4vLkAbylDQyFPX8OFStVIVzubq6BYe/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-18 | Cafe ordering | Mary McCaffery | SHS2 | Listening, Speaking | OTHER | practicing how to order drinks in a cafe | worksheet, cafe menu, ordering power point | power point | when students understand key phrases shown in the power point | practice ordering | using the key phrases, student practice ordering from a cafe menu | first as a class, then in groups | role play | when students have successfully used target language in a role play conversation | in groups practice ordering food/drinks from a cafe menu, students in each group take turns being the staff/waiter. | https://docs.google.com/document/d/1Klfm9_QewM99XTVFMilC8NAIZbxNgf01J_BojhS2kI8/edit?usp=drivesdk | https://drive.google.com/file/d/1DazIBb8gr5WweMAvewPsxNhxzvQpF1Sa/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-18 | Directions & The Future | Mary McCaffery | SHS1 | Listening, Speaking, Writing | Future simple tense expressed with WILL | train map worksheet, future dream worksheet | directions map worksheet | when students understand the target phrases and can speak the language used | train map scenario asking for directions and which line to use, | pair work print | when students can have a complete conversation using the key phrases and understand how to get from point A to point B | work in pairs taking turns asking and giving directions | future dream worksheet | when students understand the instructions and complete the written print using future tense correctly | 2 part print on their future selves in 5 years and in 15 years, talking about their lives in future simple tense | https://docs.google.com/document/d/1D_hB71yDF4hBWXQ0ZjY_B8SNZgu9I259vec00_L7VUA/edit?usp=drivesdk | https://drive.google.com/file/d/1R3JIMYcT2DDhDu8XTM1McpoWSHQp9poT/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-18 | map location | Mary McCaffery | SHS1 | Listening, Speaking | Prepositions of place | Describe places on a map | worksheet, word list, map print | worksheet | when students understand the language and can answer the questions | go over prepositions of location, students answer questions based on a map describing where places are located | present sentence examples | complete when students can provide full sentence examples of locations on a map to the class | using the maps on the worksheet, students give some examples before breaking into pair work | map worksheet | when students understand activity and can listen and answer where places are located on a map successfully | students work in pairs, sharing information on a map. student A and B have different parts of a map. They take turns giving and listening to location, writing the building name on the map. | https://docs.google.com/document/d/19vG2oePy7hit7TLhBtr7yWn_DJIWQcV8cK0pP5i5nPo/edit?usp=drivesdk | https://drive.google.com/file/d/11M5mpil-_zAuF9aFjda2oc2Q7a7EbQBC/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-18 | Daily Activities | Mary McCaffery | SHS1 | Speaking, Writing | Present simple tense | worksheet, textbook | criss cross game | when students have answered the questions correctly | play the criss cross game asking questions that will be the focus of the lesson | daily activity worksheet | complete when students answer all the questions | worksheet speaking practice | complete when students have asked and answered all the worksheet questions with their partner | use the worksheet they wrote in previous action to practice speaking. | textbook pg97 interview | when students have answered their questions, asked and received partner's answers | answer questions on pg97 of text, first their own answers, then ask their partner and write their partner's answers. | Vision Quest pg 97 | https://docs.google.com/document/d/1-ImgQLDiJ3Sz7f_ywMeql2toSGczNjenZH6GenTRD2c/edit?usp=drivesdk | https://drive.google.com/file/d/1vMw2CVulHgA8xhv1IadXWUMyUfG32-jB/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-18 | Body and Facial Features | Mary McCaffery | SHS1 | Listening, Speaking | Adjectives | worksheet, find someone who bingo sheet, guess who game sheets | writing practice | when students finished answering the questions on the print | simple questions covering past, present, and future tense to check their English level | vocabulary review | go over and practice all the lesson vocabulary and can successfully use in key phrases | check their comprehension of the adjectives and key phrases used for the next activity | guess who game | students take turns successfully asking and answering questions about facial features in the guess who game | give some examples to show how to play the game first, pass out the game sheets and collect when finished | https://docs.google.com/document/d/1V9PjOcjNWwA61I1e1NmcCUR-sQx-w1uSHwDYM7LBZd8/edit?usp=drivesdk | https://drive.google.com/file/d/1LjX_lDebdGVXa48Z5Ip2FExpUmgERBGF/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-18 | asking permission | Mary McCaffery | JHS3 | Speaking | Modals | power point, mother may I activity prints, power point notes worksheet | show power point of key phrases | complete when students have practiced phrases and understand when to use them | practice asking for permission | when students can successfully create their own questions to ask for permission and understand the yes/no response | mother may I game | complete when students have asked all their questions and gotten permission on their activity sheet | some students play parent role and give permission, the rest take turns asking for permission. | https://docs.google.com/document/d/1jPEerMLOPtWef_qykvTQeypcRPiF_DVf7tDRTheB_Z4/edit?usp=drivesdk | https://drive.google.com/file/d/11LupmIOzShDzupmWpJ9UbVwstGvtthbf/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-18 | shopping | Mary McCaffery | JHS3 | Speaking | Questions and short answers | ordering/shopping power point, shopping handout, food cards and menus | go over key phrases through power points | complete when the power point is finished and the students have practiced and understand the phrases | look at a menu and order food | complete when they can use the phrases without help and confidently | look at power point on shopping, practice the phrases | complete when the students have practiced and understood the key phrases | using clothing cards, student shop and buy an article of clothing | complete when students have successfully used the phrases and are able to purchase clothing without help | https://docs.google.com/document/d/1GWFt4VcaS120xDgZiB3ZvppD3-sPNlYs11SbZKHNNk8/edit?usp=drivesdk | https://drive.google.com/file/d/1_cbTuSuk3ddkvHaaEqQomTusPG7GSQG8/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-18 | Self Intro | Mary McCaffery | JHS3, SHS1 | Listening | OTHER | self introduction of teacher and students for first lesson | A power point slide show was prepared giving teacher`s introduction, worksheet was made to check students` listening comprehension and then an activity done to have them introduce themselves to each other. | give self intro using power point | complete when the power point is over and the self intro is finished | worksheet comprehension questions | students have answered the questions and the teacher goes over the answers. | students ask the teacher a question | when each group of student asks a question and receives an answer | students share a true/false quiz with each other | when all students share their statements and the false is revealed. | students write true and false statements about themselves and then in groups share their statements while their group members guess the false statement. | https://docs.google.com/document/d/1gkQj44z6vqnX4Vakac4ujU6xkJ7MPJWu39fm6Bj3SNs/edit?usp=drivesdk | https://drive.google.com/file/d/13Gn2DYz67UouD8WR-Y0MYA-iRDxYZiUd/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-17 | Family Posters | Brandon Lindsay | Jason Packman, James Modlin | JHS1 | Pronunciation, Writing, Grammar | Presentation skills | Verbs: Action verbs | Nouns | Family | Make a family poster, 30-60 minutes, Prepare poster paper for students, 5 minutes | Review game | Students show mastery of previous material | * Play a review game to remind students of sentence patterns from previous lessons. | Introduce posters | Students understand how to make the poster | * Teacher shows their poster, showing how descriptions are near the pictures they describe. * Hand out copy of teacher presentation for stress mark listening activity. Kids listen and mark sheets. Then in groups they mark on the board to check. | Begin making posters | Students can complete posters on their own | * Give students language model on the board: This is my [family relation]. His name is [name]. He likes [food]. He likes [hobby]. He plays [sport]. * Students write their own two patterns in their notebooks. * Teachers check students' work. * Students practice speaking their sentences. * Hand out poster boards. | https://docs.google.com/document/d/1Sd70neOFey4ULHoTyWqvFkNKboC6TJSrN7EsWtqnzjI/edit?usp=drivesdk | https://drive.google.com/file/d/1-WFuOH2nQTZ0KifycW4Ll8ShzG8jQIBQ/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-05-17 | Future Tense | Kevin Warzala | SHS1 | Writing | Future tenses | WS, Quiz | https://drive.google.com/open?id=1Xz4SoGN7Y4nQfNWdehnGph85gpUzXjbBZvrP56eFTvc, https://drive.google.com/open?id=1PmlkPOgnNAmssLPeoirVK4XAnC7lQ1dU7Rusx7c5z2c, https://drive.google.com/open?id=1KJ1i67C2YS2vcwGEbxeaEwGz1M1OxY2hLafoDcwoMIc | Collect HW / Review | Ss can correctly use prepositions of space | Quiz | Ss compete the quiz within 5 minutes | Review Future Tenses | Ss can use various future tenses to complete the WS | https://docs.google.com/document/d/1XKO3Kn_3gtevo8Ixam4M9e-TK0ST0KqD3PN6-fqHNiA/edit?usp=drivesdk | https://drive.google.com/file/d/1ncVmBBMKoJe4kHNiYEVP6c3-Sl-OUFAW/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-17 | This/That | Kevin Warzala | JHS1 | Grammar | There is / there are / there was / there were / there will be, etc. | WS, Quiz | https://drive.google.com/open?id=1aaTGcJ-g1tDVHHacYlR-EeT4zx1vH5LWplr13SJDw7U, https://drive.google.com/open?id=1E46THBpnUpEPSwQTMJwN0YjpuSnxVNGJUn-tTHgVt1k, https://drive.google.com/open?id=1fqbYkC53-WYr76HeC0qE93vBegfSzVhCnIUUbu0xcsg | Review | Ss can fix common mistakes | Quiz | Ss complete the quiz within five minutes | Vocab | Ss can identify the animals | This/That | Ss can correct distinguish between this and that | WS | Ss can complete WS with minimal help | https://docs.google.com/document/d/1iGmwnhOlSTDBSukD0SLWCL9mi7l8d-OJ6HjJMa5Gk0Y/edit?usp=drivesdk | https://drive.google.com/file/d/1j2qfb37inZWGL25ABqvqBXnR5EGrQhAb/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-17 | Was/Were | Kevin Warzala | JHS2 | Grammar | Past simple tense | WS, Quiz | https://drive.google.com/open?id=1uZt3QiANtXvE9ITQ5Qtur_iBX1Go67d-zxWnYArHPo0, https://drive.google.com/open?id=1eTu3l-aKJuZq4ZWkTztd6SSRnCpNcR9dYBKfvuxgPwo, https://drive.google.com/open?id=1gRgZZ6VRfIxMgmDEg4Q-KFZ2_O9t4RCpZHEsgBsEkSk | Review | Ss can correctly fix the mistakes | Quiz | Ss complete the quiz within five minutes | Vocab | Ss can use the new vocabulary words | Worksheet | Ss complete the worksheet with minimal guidance | https://docs.google.com/document/d/1VD1gKmGwwpbOyypOzCEMTyQEOxe6khCijyKfWKMXo7E/edit?usp=drivesdk | https://drive.google.com/file/d/1mayaZJajwOu5TCavUf4zxLabHyBhySFg/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-17 | Keynote 7B He thinks he is too tall. | Kim Stahl | Claire Yates/Alyssa Griffin | SHS3 | Listening, Speaking, Pronunciation, Grammar | Adjectives | Adverbs: Intensifiers | The teacher needs to be prepared to describe people so the proper use of adjectives and modifying adverbs is necessary. | The teacher will ask if the students are happy or unhappy with their appearance, and give reasons why. | The students will be able to describe why or why not they are happy about themselves. | The teacher will introduce vocabulary so the students will be able to accurately describe other people. | The students will be able to describe people in thier lives, mother father sister brother friends. | The teacher will choose 1 students to describe an important person in their lives. | The other students will try and guess who that person is. | https://docs.google.com/document/d/1NI8KuWOozOp2hdH7vGa_1w8ZJAg56k4Kcp3y7A4q3kw/edit?usp=drivesdk | https://drive.google.com/file/d/1YCw3PbAN8AgKUb5KYQIMVxkGXJNjzqD_/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-17 | Time zones Unit 2c first impressions | Claire Yates | Alyssa Griffin | JHS2 | Listening, Reading, Writing | Adjectives | Teacher will be prepared to ask comprehension questions about the reading, prep time 15 min | Reading introduction | Students will read the passage and begin to understand the themes of the passage through comprehension checks | Skim reading | Students scan the passage and respond to questions about the reading | Reading Comprehension | Students read the passage again and answer more detailed questions about the passage | https://docs.google.com/document/d/1i4wtcI2hWBK5g1McyG2RcINyf61nuIgSROyjQEweTtk/edit?usp=drivesdk | https://drive.google.com/file/d/1q7-7XXNCLWBj5ftU_T6n2eXoiJzKip84/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-17 | Time zones 1 Unit 2B Animals from South America | Alyssa | Kim Stahl | JHS1 | Listening, Speaking, Pronunciation, Reading, Writing | Adjectives | Teachers will need to explain about several animals from South America and long and short vowel sounds. Prep time is 15 minutes. | Listening exercise | Students will listen to a short passage and answer comprehension questions based on what they heard | Pronunciation practice | Students will learn to differentiate between and produce the long and short A sounds | True-false game | Students will make two true, and one false statement about an animal using the target grammar and vocabulary. Other students will guess which information is false. | https://docs.google.com/document/d/1Kjg6pHYS52iW9xfsVMacvZP_GkRQZQby7f8aLIKw4PE/edit?usp=drivesdk | https://drive.google.com/file/d/1s_8jwtatuBAUlY0iK8TWxZuGs8qndMo5/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-17 | Time zones 1 Unit 2A Monkeys are Amazing | Alyssa | Kim Stahl | JHS1 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Adjectives | Teacher should be ready to explain the meanings of various adjectives, as well as the names of a variety of animals. Prep time is 15 minutes | Introduce vocabulary | Students will be able to name animals and describe them with the target vocabulary | Introduce grammar | Students will be able to ask and answer simple Be-verb questions using the target vocabulary | Listening comprehension | Students will listen and be able to match the target word with the correct spelling | Question formation | Students will take the given verb and adjective and write out the question form. | https://docs.google.com/document/d/1NVso4PTM4e-tgw4v0MzDpx5cwisKynorhGwszERhIWM/edit?usp=drivesdk | https://drive.google.com/file/d/1U838naJiDaTk3LDi-RJ8c4isUSIE2qPg/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-17 | Time zones 4 unit 2b new sports | Claire Yates | Alyssa Griffin and Kim Stahl | SHS1 | Listening, Speaking, Pronunciation, Grammar | Past perfect continuous (progressive) tense | CD or listening script. | Listening comprehension | Students can understand and answer questions in the text based on a listening script. | Pronouciation practice | Students are able to understand and produce the wake form of been | Communication practice | Students are able to use the past perfect progressive to talk about their lives with other students. | https://docs.google.com/document/d/1XLf5wnJtaVfA_KboLFFg1FEvvtJEMM29gWxO6IMNhaA/edit?usp=drivesdk | https://drive.google.com/file/d/1guic_z5HtoShd6Z_2rBTa-mRbVLhcx4D/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-17 | Keynote 7C I am not perfect. | Kim Stahl | Claire Yates/ Alyssa Griffin | SHS3 | Speaking, Pronunciation, Reading | Adverbs | Adverbs: Intensifiers | Any vocabulary explanations that may be needed. | The teacher will read the passage and check for understanding. | The students will be able to read and understand the passage with clarity. | The teacher will quiz the students on the main ideas of the passage. | The students will be able to describe the main ideas of the passage. | The teacher will discuss what the idea of perfect is. | The students will join the discussion, and answer the question"is anything perfect"t | https://docs.google.com/document/d/1TXue1ZRe38jaRN21sRHoEREogbWzs3Zyn51pGZm7mUk/edit?usp=drivesdk | https://drive.google.com/file/d/196NOCT-VbYc59Sz4WAtxDeGBQuTtYa7j/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-17 | Time zones 4 unit 2c North American Odyssey | Claire Yates | Alyssa Griffin and Kim Stahl | SHS1 | Listening, Reading | Present perfect continuous (progressive) tense | Teacher will be prepared to ask comprehension questions about the reading, prep time 15 min | Reading introduction | Students will read the passage and begin to understand the themes of the passage through comprehension checks | Scanning the passage | Students scan the passage and respond to questions about the reading | Reading Comprehension | Students read the passage again and answer more detailed questions about the passage | https://docs.google.com/document/d/1_xUTdur9sXMbRIARuuI0dViwnloANMku5r6qplh1Km0/edit?usp=drivesdk | https://drive.google.com/file/d/1oIdtPnhGQ3UZEkN1_y0HdkyNeURpmwKP/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-17 | World English Unit 5B Compare Everyday Present-time activities | Alyssa Griffin | Claire Yates and Kim Stahl | SHS1 | Listening, Speaking, Pronunciation, Writing | Present continuous (progressive) tense | Verbs: State verbs | Teacher should be prepared to explain the difference between the present progressive and present continuous. Prep time is 15 minutes. | Listening exercise | Students will be able to measure their listening comprehension skills and check for accuracy | Pronunciation practice | Students will learn the difference between the full and reduced forms of “what are you” | Communication gestures game | Students will act out various sports while their classmates guess at the answer while using the target grammar. | https://docs.google.com/document/d/1RZSgDZYj6JAcd-LyO612VSC3Pp2xKeIpNHgU9A854CQ/edit?usp=drivesdk | https://drive.google.com/file/d/1dRlQjlfQmKD83k3TX_RK0Ong8AMRfT67/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-17 | World English Unit 5A Describe Activities Happening Now | Alyssa Griffin | Claire Yates and Kim Stahl | SHS1 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Present continuous (progressive) tense | Verbs: State verbs | Teachers should be prepared to explain the usage for the present continuous tense and sports vocabulary. Prep time is 15 minutes. | Introduce vocabulary | Students will recognize and understand the new vocabulary pertaining to the unit. | Guessing game | Students will use the provided hints to guess which new vocabulary word fits the sentence | Conversation practice | Students will use the model conversation to recognize and be able to reproduce the new grammar point | https://docs.google.com/document/d/1Y-ARpVAdAdpxd3Phvlkbi6-hPFNW3VOR4sPww375uSo/edit?usp=drivesdk | https://drive.google.com/file/d/1rVUSHn6UHkf11MdPRF_Pe_cJTdxKs_FC/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-17 | Times Zones 3 More Rules 1-5 | Kim Stahl | JHS3 | Listening, Speaking, Pronunciation, Grammar | CAN | MUST or HAVE TO (obligation) | This is a review lesson, so no prep required. | The teacher will review things the students can and can't do at school and at home. | The students will be able to confidently ask and answer questions using can and can't. | The teacher will review have to and don't have to. | The students will be able to confidently ask and answer questions using have to and don"t have to. | The teacher will posit questions questions about different places, and the students will suggest some possible rules. | The students will be able to offer different rules for different places. | https://docs.google.com/document/d/1uABE7qYibDyHuOkysVEfqr1HGqGwNSrrrjRmxGtPyNw/edit?usp=drivesdk | https://drive.google.com/file/d/1ro1TYF2mtAJ_hFhXSbrgNw-vnG1p2OZ4/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-17 | Time zones 2 unit 2b mind power | Claire Yates | Alyssa Griffin | JHS2 | Listening, Pronunciation, Reading | Adjectives | Teacher should have the listening track or script for pages 20 and 21 and be prepared to explain any new vocabulary. | Listening comprehension check | Students can understand and answer questions in the text based on a listening script. | Pronouciation practice | Students can differentiate between different consonant blends such as bl/br and gl/gr | Speaking practice | Students can use the grammar and vocabulary they learned to communicate effectively with a partner. | https://docs.google.com/document/d/1TmkDp_BziTpKDV51lQxLb14uCIii_Lz7TcpR_IFX7Do/edit?usp=drivesdk | https://drive.google.com/file/d/17abcovdRXIlO7lNwbi9suQHfoD5XGTBs/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-17 | Time zones 2 unit 2A what does she look like? | Claire Yates | Alyssa Griffin | JHS2 | Listening, Speaking, Reading, Writing | Adjectives | Teacher should be prepared to talk about adjectives used to describe appearance. Prep time 15 min | Introduce appearance vocabulary | Students understand the meaning of the vocabulary and the theme of the unit | Model conversation | Students begin to understand how the vocabulary can be used within a conversation | Grammar explanation | Students will be able to understand how adjectives are used to describe people’s appearance | Grammar practice | Students can use the target vocabulary and grammar to complete the excerciese in the book | Speaking practice | Students can use the target grammar and vocabulary to describe someone | https://docs.google.com/document/d/1YAhiy_46e7u8SG2g070cFcjam9NmydVnvKYSnhOqnr0/edit?usp=drivesdk | https://drive.google.com/file/d/1hSqKTsivdlFnKrVWZwnXl0wTZCdFHRA4/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-17 | Time zones 4 Unit 2A How long have you been playing cricket? | Alyssa Griffin | Claire Yates and Kim Stahl | SHS1 | Listening, Speaking, Pronunciation, Reading, Grammar | Present continuous (progressive) tense | Sports | Teachers should be prepared to explain common gym equipment and fitness terms. Prep time is 15 minutes | Introduce new vocabulary | Students will understand the theme and vocabulary of the unit pertaining to sports and time | Model conversation | Students will become familiar with the phrases and terms that will be used this unit. | Explain unit grammar | Students will be able to use the present progressive to describe actions that continue to the present | Grammar check exercises | Students will complete the tasks in the book to complete the sentences using the present progressive form they have just learned. | https://docs.google.com/document/d/1ytWuTeK0fup9vEwrCLVSglhyJ_NQ5McfguAlvhHKRQc/edit?usp=drivesdk | https://drive.google.com/file/d/1Eg9kc17ZYKiK6BSpmoXqT_Wq6zXWXTfY/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-16 | Describing Stuffs | Lawrence Tran | SHS2 | Listening, Speaking | OTHER | Projector, Bluetooth speaker, lotsa flashcards | Present 9 dot puzzle | Time up | Explain concept of "thinking outside the box" | Taboo / hot seat with teacher | Teacher says word on projector | Grab teacher, face the students. Image with word on whiteboard. Students make teacher say word without saying it (ex. dog) ... start off simple. Elicit answers by asking questions to class. | Pair hot seat | Finished X amount of slides. | Same thing only with pairs. Rotate lotsa different categories. Start easy. (animals, people, holidays etc) | Catchphrase | Time. | Catchphrase ... make em pass around a plushie bomb. Add more categories as game time progresses. Start very simple due to intensity of activity (animals, sports, food, holidays.....) | https://docs.google.com/document/d/1szn9ctir8wwTmsFUX8Q9JHo8fEuzF5bCa1x5ScGxZek/edit?usp=drivesdk | https://drive.google.com/file/d/1f6UHNRmtqPvd1dRoJMkxkeT_Qnv15YnV/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-16 | Story Narration | Lawrence Tran | SHS2 | Listening, Speaking | OTHER | Projector, Eiken 2 worksheet | Warmer - Daily Pair QAAA | Time. | Explain follow up answers (AAA). Examples from Eiken speaking test question 3 samples. Give very easy opinionated question (Do you think....?) to pairs. Give time limit. Make question relative and interesting. | Display Eiken 2 speaking test | Explained. | Tell em end goal is narration of story of 3 panels. | Who what where when why | Explained. | Isolate one panel from the 3. Explain 5 W's and example from slide. | Pair work - Draw the 3 panels | Finished. | Pass out worksheet, one each pair. Display one panel at a time from first story. One student looks at whiteboard and describes it to partner. Partner faces away and draws based on partner's description. Check , explain important points. When all 3 panels done, switch. | https://docs.google.com/document/d/1ocNAlpk3vPibUa35wFi-028lExt7xdOA3_lmfSVEPIM/edit?usp=drivesdk | https://drive.google.com/file/d/1sIdnJuJy99FnwaJW1AkhvcqSjGa2aAA9/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-16 | Self Intro | Lawrence Tran | SHS2 | Listening, Speaking | OTHER | Pics, Omiyage | Short self-intro | Finished presentation | Very scarce info, leave lotsa room for questions | Gambling version - 2 lies 1 truth | All groups have asked a question | Self explanatory, give groups few mins for making questions, raise stakes near end | Explain goals of class | Finished | English communication... | https://docs.google.com/document/d/15PSwnlWbqx4kAXiYablAgGT-aGOLtCxfCHXCUFhFjB8/edit?usp=drivesdk | https://drive.google.com/file/d/18ic6JfJclfJVDbMivqb0DNTLnWhrK6Wr/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-15 | Where I Want to Go | Brandon Lindsay | SHS1 | Listening, Speaking, Reading, Writing | Future tenses | Go over listening section, 10 minutes | Reading | Reading section complete | * Have students read each sentence one by one in Comprehension * Students answer each question * Check answers * Go over pronunciation of words in Section 1 of Lesson 2 * Students read the section | Listening Quiz | Students understand language in this section | * go over listening section * have students look at the pictures * read the script once or twice (perhaps varying speed), giving time to select answers * go over pronunciation in the Listening Aid * read one word for each problem in the Check section | Presentation writing | Students can use correct grammar to describe topic | * Introduce topic: The place I want to visit Give a demo speech * Provide prompts and expectations (W-questions, How to get there, Who with, etc.) * Students write, teacher assists | Crown L1 Comprehension, L2 Intro | https://docs.google.com/document/d/1rjx40Oe5fn7pHQM7Qe0Ne3yNGbfjx7fVxLzAhrbQpDs/edit?usp=drivesdk | https://drive.google.com/file/d/1zSo6325Gp0lqQkH5_c0JoYfGzj1gutNY/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-15 | Making Plans | Brandon Lindsay | Jason Packman | JHS2 | Listening, Speaking, Writing | Verbs: Action verbs | Future tenses | Print worksheets, 10 minutes | Brainstorm activities | Students can say multiple activities for each location | * Review building names. * Write numbers on board for each location with two lines each. * Ask, Where do I... ? for each location, writing the activity on the first line. * Students answer with location. Teacher puts flashcard next to the number. Complete for each location. * Students come up with a second activity for each location. | Intro dialogue | Students understand the conversation | * Pass out or dictate the following dialogue: A: Are you free this weekend? B: Yeah. What are you doing? A: I am going to watch a movie. How about going to the movie theater with me? B: Sounds good. Let's meet at 10 AM at Tachikawa Station. A: Okay. See you then. B: See you! * Students shadow the teacher. | New Dialogues | Students can use their own ideas to have a conversation | * Students form pairs (either teacher chooses or students do). * Students substitute their brainstormed ideas in the dialogue. * Pairs practice and memorize their new dialogue. * Each pair presents in front of the class. | https://docs.google.com/document/d/1r6zqkOu_KNLJTLTCdsydxr59fk4mehvtWKRfsE4nm2k/edit?usp=drivesdk | https://drive.google.com/file/d/1pZhbSwMQi2KsLOt0pb1GIxYTQaWTbnt9/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-15 | Simple Present | Adam Strauss | Brian Heilenman | JHS1 | Listening, Speaking, Pronunciation, Reading | Verb tenses | see attached worksheet | https://drive.google.com/open?id=1PTnsDsAVtDWULyY6BCCqLplZzq2XAtQy | Students review the 3 verbs on the worksheet along with days of the week and times. | When all vocabulary is understood. | Students play a fill in the gap activity on the worksheet asking "What do you study on Mondays?" | When all the information on the worksheet has been copied. | Students roll the dice and fill in the blanks according to what number was rolled. Students roll the dice twice. Once for "across" and again for "down". | After a certain time limit has expired. 10-15mins. | Students write about themselves and present their answers in front of the class. | When all students have presented in front of the class. | https://docs.google.com/document/d/1mpua0LdXfuSH7XWKW6FEB1SguICRQXHP7p9KxhHAdZA/edit?usp=drivesdk | https://drive.google.com/file/d/1F5S1krsB3Fsp75mSh2y8N1fNZ_5Lvr-R/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-15 | JHS2 Lesson 5 2018-19 Infinitives as Subject | Jennifer Willett | Joshua Brougham also teaches this lesson | JHS2 | Speaking | Infinitive structures | Infinitives as subject (e.g. To speak English is not difficult./It isn't difficult to speak English) | Copies Of Touch It game (1 per group of 4 plus a few spares in case a group finishes really quickly and wants to play again). A black pen for the NET and one for the JTE | https://drive.google.com/open?id=17qi3jEu1GiLQsX0PONvO8rFgOci0g5q3 | Greet class | S have warmed up and used some simple inf. sentences | Greet S & ask how their midterms went. S talk about what they *want to do* this weekend. | Play criss cross | S have drilled some infinitive as subject structures. | 5-10m: Play criss cross, using first 'Is it [adjective] to ~?' pattern, then progress to a variety of inf as subject structures such as 'What is it [adjective] to do?', 'Do you think it's [adjective] to ~?', 'What is it [adjective] to do?' etc. | Demo and play Touch It | When S have drilled the target language in a controlled activity. | 5m: Demo with the JTE and 2 other S on the board. Make sure S understand the vocab 'rude' and 'stressful' before gameplay begins. 20m: Play Touch it- Groups of 4-5 S, they play rock, scissors, paper and the winner uses the phrases on the sheet. The winner secretly pick one hexagon and complete the prompt (e.g. It's scary to watch a horror movie.'). The other 3 S must locate the hexagon with the prompt 'It's scary to' before their peers and touch it first (like karuta). If they're correct they can colour the space (each S should use a different colour, no students are allowed to use black). Gameplay passes to the left, so that the S who spoke previously can now participate in searching/touching. The winner at the end is the S with the most spaces coloured. If students speak Japanese the teacher should be notified, teachers use black peans to cross out a point gained by that S as a penalty. | JTE sets HW if desired | N.B: As discussed in the JHS2 planning meeting, teachers have varied opinions on HW, Ms. Misawa wants the girls to do it and says they enjoy it, Mr. Uehara said it's good to do some HW, Mr. Nakai said it's problematic if completion is poor. To accommodate all teachers, the decision and contents of HW will be left to the JTE to decide on a case by case basis from now on. | https://docs.google.com/document/d/1AEn0Pqb-W0s59HpCSDx2l_bHTr2y2B5bL8AjtEI5aIc/edit?usp=drivesdk | https://drive.google.com/file/d/1LCB1DY4M_hBqI4M5UL7VVn3FYvJ2-0e3/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-05-15 | Parachute/Partner Intros | James Modlin | JHS2, JHS3, SHS1, SHS2, SHS3 | Listening, Speaking, Writing, Grammar | BE (auxiliary verb) | some lined paper (six lines) | Draw stick figures with parachutes for each team on the board. Each parachute is connected to the stick figure by four lines. Send one member from each team to the board, ask them a "be-verb" question, and have them write their answer. | The first student to correctly write their answer gets to erase one line from another team's parachute. Play until one or two teams have lost all their lines. | Pass out the lined paper and have the students listen and write. 1) This is my partner. 2) His/Her name is _______. 3) His/Her birthday is _______. 4) His/Her favorite food is _______. 5) His/Her favorite Disney character is _______. 6) He/She is in the _______ club. | Have students pair up and write their partner's answers. | Memorize the partner intros. | Introduce your partner to the teacher (or class). | https://docs.google.com/document/d/1CmD88-C6Xy8ReUam4j-TQdq_ZxNdUX7AFp7UhPzsYv8/edit?usp=drivesdk | https://drive.google.com/file/d/1tkqkxrcGF13wd-K1ymm8uviq5KFeYphs/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-15 | Pair and Group Conversation | Kevin Warzala | SHS3 | Listening, Speaking | Questions and short answers | Pair and Group Conversation | Lifestyle | New Changing Times Chapter 3 | https://drive.google.com/open?id=1i_rBF5cx10m5z52M013cmYDtndCduqUVOOCGmK1XsQg | Free Talk | Ss can ask follow-up questions | Vocab Review | Ss can correctly choose the vocab word for a given situation | Pair Conversation | Ss can follow-up with questions | Group Conversation | Ss can stretch out a conversation as long as possible | https://docs.google.com/document/d/1jaRpK8Tdue5nNv-H-y8mcyydyXx0G-XW-Fuq7bWQ1E8/edit?usp=drivesdk | https://drive.google.com/file/d/1phhP1YE_0Y28zPLR96S7UanumYn6yR2P/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-15 | Conversation and Vocab | Kevin Warzala | SHS3 | Listening, Speaking | OTHER | Lifestyle | New Changing Times Chapter 3 | Free Talk - Dinner Party | Students can ask follow-up questions and stretch the conversation | Vocab | Students can use the new vocabulary words in a sentence and/or give examples | Survey | Ss can ask each other questions and report survey results to the T | New Changing Times Chapter 3 | https://docs.google.com/document/d/1KVM_6QIoiKtzJfBtaN2d8pEFgvgto-vJtYQ1s_f2ny0/edit?usp=drivesdk | https://drive.google.com/file/d/1cRteHkKO5kzmoYuyGnnkujxKWwNBCIXC/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-14 | Time Zones 3 Giving Permission/Rules | Kim Stahl | JHS3 | Listening, Speaking, Pronunciation | CAN | You need to know the differences between can as ability vs can as permission | Introduce can and can't as a rule/permission | The students can use can/can't as permission | The teacher will introduce questions about rules at the school. | The students will be able to ask and answer questions about school rules | The teacher will introduce some different places like parks/movie theaters and ask what rules they may have. | The students are able to come up with rules for some different places. | https://docs.google.com/document/d/1uIXg4YTppXumDNVN60KYWkFNsGVzqjqZR-TWGmxSVzs/edit?usp=drivesdk | https://drive.google.com/file/d/1Q49L1yyu_6gBDTiKzU1YISRf5lfkz-b-/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-14 | SHS1 lesson 5, Passive voice with agent | Jennifer Willett | Also taught by Stuart Dalziel | SHS1 | Listening, Speaking | Passive voice or active voice | Passive snap cards (one set per 4 students), this will take about an hour to print, cut and bundle for all classes. | http://www.teach-this.com/images/resources/passive-snap.pdf | Greet class & warm up | When S have had a short conversation and some have fed back to the class | greet the class and elicited a few responses from them Ask a few students about their midterms Students ask 'How were your tests?' 'What did/will you do to relax after the exams?' and ask follow up questions in pairs for a few minutes JTE picks a few S to feed back | Introduce S to target language | Students complete preview listening A and B on page 47 | Increase fluency and reinforce correct pattern through playing a game | When S have completed the game or played for long enough to gain confidence and fluency. | Passive Snap game: (5m explanation/demo, 20m gameplay) http://www.teach-this.com/images/resources/passive-snap.pdf NB: Remove the cards with the verb 'spotted', or explain this in advance of playing the game. S work in groups of 4. They place one set of cards in a stack, face down on the desks and spread another set face up on the desks. They play rock paper scissors, the winner picks up a card from the stack and reads the sentence (e.g. John loves Kelly). The S reading the card is not allowed to play this round. The other 3 students must search for the card that has the same meaning with the active and passive roles reversed (Kelly is loved by John). If there is such a card, the first person to shout 'Snap', and place a hand on the card wins the pair of cards. If there is no match, the student places the card face up on the table. HOWEVER the cards all contain multiple similar pairs of cards so John loves Kelly, Kelly is loved by John will appear, but so will Kelly loves John and John is loved by Kelly. This ensures S really think about the active and passive roles within the sentence and don't blindly pick cards with the same nouns without thinking. If a student shouts 'Snap', when the cards do not match, they must give back a pair of cards they have previously won. They do this by putting the two cards back in the pile and reshuffling the pile. Students play until there are no more cards. The student with the most pairs wins. | if there is time do pronunciation activities on page 51 | if there is time, when students have improved pronunciation A, B. C page 51 | Time Zones 4 unit 5 pg 46-49 | https://docs.google.com/document/d/1uxctKvob1tk8h0C59jJKTkz8bUgOVNtfnGJjlInhIJg/edit?usp=drivesdk | https://drive.google.com/file/d/1fDb6ByW-SpZhmsX_M0TBNdX_WfjjMbAz/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-05-14 | They've found a Fossil Part 2 | Stuart Dalziel | Jennifer Willett | JHS3 | Speaking, Grammar | Present perfect or past simple tense | Print worksheets, get familiar with plan. | https://drive.google.com/open?id=1NXBVJGnEB00_gNxZxqB8D3NNlPOqS9p-, https://drive.google.com/open?id=1cKk8_6sLkUi_B2UayIG_RD8SoDQYXaTC | http://d-maps.com/carte.php?num_car=29489&lang=en | SIMPLE VS PERFECT: The points of contrast between these 2 verb forms are elicited:SUB + V2 + OB for past simple. SUB + HAVE/HAS + V3 + OB for pres perfect.Function 1 : Finished actions VS ongoing actions.Function 2: One specific event VS experience in general.Function 3: Giving the time of an event VS Explaining why a present situation came to be. P.99.D Then set and completed. | 99.D has been completed and checked. | SIMPLE VS PERFECT WORKSHEETBlank maps of Japan disseminated. Following structure boarded.Have you ever been to ******Yes I haveWhen did you last go there?I went there ********.Students mingle, completing the dialogue with a given prefecture. When they encounter a positive answer, they record the name of the student and the time they visited in the prefecture.The aim is to get one student for every prefecture. The student who collects the most names wins. | The activity has run for a suitable length of time relative to ability level and time constraints. | JENNY’S PAST PERFECT PROGRESSIVE GAME MODIFIED FOR PAST PERFECT SIMPLESs develop fluency through playing a drilling game. Demonstrate with the JTE. Students play the Past Perfect Simple game in pairs for about 10-15m. Students take turns in play and janken every time (janken win= move 2, janken loss= move 1) Students say a sentence using the prompt and completing it independently. E.g She's sad because... [she has lost her pet dog].Alternatively, this game can be played as a whole group by using an A2 blowup of the sheet on the board and dividing students into three teams and using a dice. | The game is finished or bell rings. | Timezones 3 Unit. 10.1, P.99 | https://docs.google.com/document/d/1YrH3WRhH-aBGiGU2MCANE1nsLrpacUy97SqFDyx_wD4/edit?usp=drivesdk | https://drive.google.com/file/d/18VxSJuqyFD6mPgt8oVyVRUKzApqiudLi/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-14 | test | jason | JHS1 | None | Adverbs: Order of adverbs | none - this is a test | test | test | test | test | test | test | https://docs.google.com/document/d/1UPRweG5I4QXfTtoLcI70_QO-GpfO7kcncZ4IakHUYfc/edit?usp=drivesdk | https://drive.google.com/file/d/1nFppegifJoWP17Rt-708qfL6ByUXerNX/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-11 | Present Perfect | Jeremy Gardener | SHS2 | Listening, Speaking, Grammar | Present perfect tenses | None. All work from Four Corners book. Page 35, and 34 (in that order). | Present Perfect Introduction | After confirmation of grammar | Confirm understanding | When students fully understand "have/has + PP" relationship | Go through example questions with blanks and be sure all students grasp material. | "Speaking" activity | Students interviewed each other about their experiences | Students create and use their own questions to ask each other about experiences. | https://docs.google.com/document/d/1UizSS6suc-VhuPFkB21cHTwfoA9YHyFeQ90FKplv-2s/edit?usp=drivesdk | https://drive.google.com/file/d/1v7E76Ug728sxTe5g3PoYzmvi6oNCMh3N/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-11 | Passive | Stuart Dalziel | JHS3 | Grammar | Passive voice or active voice | 5 min of pre class board prep, A3 printing, worksheet printing. | https://drive.google.com/open?id=1rCHg6NMfgyLufusEEzC4gMD4IVyzzEY-, https://drive.google.com/open?id=1OlPIj1VwZ86G9MFnZb4qT90YBW_6AeZU, https://drive.google.com/open?id=1fbaxwz3W6MrJ88OjfW4qBowhbfNIID-i, https://drive.google.com/open?id=1GeKYBOksaSTSPgRCDMy-SaF8vPQ3bDuE, https://drive.google.com/open?id=1qgDsFVGH0o5IC0SRzV4wNxvSJgZ-YAIV, https://drive.google.com/open?id=12_lq14iBPEZY9pyFm6JxSpldlPZCUYSi, https://drive.google.com/open?id=18G1iMWAr-n9VNKYowOckWPI0-Jn2IOQ3 | URLs watermarked on handouts | Stage 1: Picture Setup. Put all A3 Pics up on board. Under each pic have a student’s (or fictional character’s) name. Point to the picture of the boy and the teacher to the board. Ask the students what happened. Elicit. “The boy broke the window”.Put question marks above the other pictures.Point to the broken window without agent. Ask what happened. Students will either produce the target passive language “the window was broken” or be stumped how to proceed. Model the passive form and stress that when we don’t have a subject it needs to be utilized. Put up the remaining pictures and elicit the model passive sentence. Keep all boardwork. | Target language can be produced with confidence by group. | Stage 2 – The revealExplain that now we are going to discover the culprits! Lift each picture to reveal the culprit. Elicit the active and passive way to form the target sentence for each picture, using agent. Board the language. | Target structure plus agent can be used with confidence by group. | Stage 3: Worksheet. Worksheet(s) handed out, completed and checked stage by stage, troubleshooting common errors along the way. | MOst students finished and answers checked as a group. | I took the most appropriate activities for my group's abilities from each sheet and made them into one handout. | Stage 4: Passive artists. Students split into teams along rows. One team member blindfolded. Other team members all given chalk. Teacher tells them to draw the same thing on the board at the same time e.g “horse”. Students each draw the image. Drawers sit down. Blindfolded student then tries to guess which teammate drew which image, scoring a point for each correct answer. They must use the passive voice perfectly to guess. | Bell rings | This is a lot of fun if well executed. | N/A | https://docs.google.com/document/d/1SUZXN-RUrPiR5FRxVf1aUuHsY3WyydruqRUybDzL76M/edit?usp=drivesdk | https://drive.google.com/file/d/1BHcJFaqQGA0KE6dCVWZf3WQgVlA4UABK/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-05-11 | Time Zones 3 Rules for your club | Kim Stahl | JHS3 | Listening, Speaking, Pronunciation, Writing | Present simple tense | The teacher may want to write a few club rules in advance as an example. | The teacher will put the class into groups and explain the exercise. | The students will be able to understand and begin a plan for their club.nd | The teacher will get each group to select a type of club, and write their own rules. | The students will have completed writing the rules for their club. | The teacher will ask each group to present their club and their rules to the rest of the class. | All the groups will have presented their clubs and rules to the rest of the class. | https://docs.google.com/document/d/120SgobIWLXPthj6sxoqUPe2Z88GzJjRkMH9SCn05-Ck/edit?usp=drivesdk | https://drive.google.com/file/d/1eaJMBoF9QsTZhizh2Lnq0hnmiw19rf9o/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-11 | Time Zones 3 Rules/ Permission have to/don't have to | Kim Stahl | JHS3 | Listening, Speaking, Pronunciation | MUST or HAVE TO (obligation) | This class requires a list of things that students have to/don't have to do at school or at home. | The teacher will introduce have to/don't have to to the students. | The students will be able to use both forms in a sentence. | The teacher will give examples/situations using have to/don't have to. | The students will be able to give examples of things they have to do or don'y have to do at home or school. | The teacher will then ask questions using the two forms. | The students will be able to ask and answer questions , IE Do you have to go to bed at 9:00 pm? | https://docs.google.com/document/d/1J-zrveeRGeQ2hY7FlmsyFYeEszIf1Kdrjduryw1AAo8/edit?usp=drivesdk | https://drive.google.com/file/d/1yiqMLy7cRPPooZtQCC4ImlDlMwjM84Mj/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-11 | Pictograms | Scott Link | Scott Rosnick | SHS1 | Listening, Speaking, Writing | Listening to descriptions, describing pictorams | OTHER | Listening to descriptions and describing pictograms | Pictograms | A few hours preparing pictogram descriptions and blank handouts for students | Ask the students what they know about pictograms, elicit responses and ideas | Students understand pictograms | Describe the activity, students will listen to the teacher describe a few objects and pictograms. Students may draw what they hear, in the end they write down the English word for what was described | Students have listened to all descriptions and know the English word of what was described. Students get a script of the descriptions afterword. | Students make their own pictograms, write down a description, share the description with a partner, the partner tries to guess what it is. The students change partners. | Students have guessed either correctly or incorrectly about their partner's pictogram and have done it with a few people | Higher level classes answer written questions about pictograms | The students have answered the questions and discussed together with the class. | https://docs.google.com/document/d/1fJzRDW-v7zQ2Sz4sXa4f_6dVqZ_hSeAgo1bZNrLnk6E/edit?usp=drivesdk | https://drive.google.com/file/d/15LIK9yqFv2MB7RWfsZEGMf3Fe1T2W-av/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-11 | TOEIC Listening Test Part 3: Conversations | Scott Link | SHS3 | Listening | Listen to conversations, answer questions | OTHER | Skills for listening to conversations and answering questions about those conversations | TOEIC Listening Test Part 3 | A couple hours preparing prints for students, and researching skills for this portion of the test | Teach about the contents of part 3 of the TOEIC test | Students understand what to expect when they take the test | 13 conversations with 3 questions each. Questions are in chronological order with the contents of the conversation. Read the questions before each conversation to know what to expect in the conversation. | Students paraphrase some sentences to understand sentences more easily. | We go over answers together. | Students choose the key words in questions and answers to know what is important to listen for in the conversations | Students share with the class what key words they chose. | Students choose key words for a short time, then listen to conversations and answer the questions. | Students listened to conversations, chose answers, and we go over the answers as a class. | Students take a mini test by listening to conversations and answering questions in real time just as they would in the test. | We go over all the answers together. | Students make conversations in pairs with key expressions | Students share their conversations with the class. | Tactics for TOEIC Unit 3 | https://docs.google.com/document/d/1ozFU8Lv0YJc8xnwP0HQA64jUM2LioHl_s5m3K9oxz3o/edit?usp=drivesdk | https://drive.google.com/file/d/1kuJpB5Hjcp7D0tHW6D-qlziXJZfggJIx/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-05-10 | Temakisushi 1-2-3 | Adam and Necole | Necole and Adam | JHS2 | Speaking | Speaking | OTHER | Fluency | Personal Interests / Role play | Text book. Assignment handout | https://drive.google.com/file/d/1HFZjcES5Dh1i6NwAMREYjTXpzt-bzR2l/view | Page 145 role play. practice together, have students form pairs practice again, swap and nominate students to present in front of class. | all students have presented or only 15 minutes of class time remains. | Inform students they will have 10-15 minutes to finalize their speeches. | all students have completed speeches. rewritten and are practicing | help students as needed. some students will be preparing final drafts at the time of action 2 and others will still be writing. | ALL students have completed their writing | Give precedence to students who are still writing as there may not be extra time in the coming weeks. | Page 145 New Treasure Stage 1 | https://docs.google.com/document/d/1KijlusIFajM3H4BxHmmpnYXTIp-ghJdZ4wd__D7Qbnw/edit?usp=drivesdk | https://drive.google.com/file/d/1DnJj0wBdGruRopnCZ5DrOx4VKAcFm72U/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-05-10 | Sports You Play | Brandon Lindsay | Jason Packman, James Modlin | JHS1 | Listening, Speaking | Verbs: Action verbs | Sports | Print materials, around 10 minutes | https://doc-04-b0-apps-viewer.googleusercontent.com/viewer/secure/pdf/btuovs8rcmo79hjfnur3q8d6jhav1r36/udg782go52kj9hrvt88vf8a61s4gk0j7/1525934475000/drive/00872849433272534558/ACFrOgAbx1TC54VBDl4uxqUbjo1ovPEQwzDoVPYuJuVCup1erCIrS-QHeK5iXbM0MxUgMQwNFio_OmtXjjVaIPoNCAmKb6EQ9x2_3MRRXZ8w6Uj6v0dYp_nnjTqh0ss=?print=true&nonce=6usb6b45ujfne&user=00872849433272534558&hash=iauabhbrtqp4akhjgd7qknhudejcb9vs | Review Hobbies | Students remember previous vocabulary | * Teacher briefly shows last weeks flashcards * Teacher demonstrates pictionary, makes two teams and plays the game | Listening Activity | Students are familiar with spoken vocabulary | * Introduce sports vocabulary, eliciting from students. * Contrast between "play," "do," and verbal sports * Pass out worksheets with Sazae-san's family on one side and sports on the other. * Check to make sure students understand all pictures. * Say "Sazae-san's [family member] likes [sports]" for each set of pictures. * Students draw lines between pictures based on what they hear. * Afterwards, everyone checks their answers together as a class. | Sports Game | Kids can answer what sports they play | * Depending on the class, choose an activity where the students can answer what their favorite sport is. For example, simply asking and answering until everyone has answered. Or doing the race version of the same if JET is present. Or crossfire. Or a combination of these. | Ultra Review Pictionary/Charades | Students can recall all vocabulary from every lesson | * Using all the vocabulary learned up to now, students play either pictionary or charades (up to them). | https://docs.google.com/document/d/1F1v1XXFjda5B76gwmMaZriZgZte7dXLjeP81ieEsvlI/edit?usp=drivesdk | https://drive.google.com/file/d/1PA47spu7mEricnxaXqSpjRxE_Hzo6dv_/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-05-10 | JH1 Presentation | Adam and Necole | Necole and Adam | JHS1 | Speaking | the preperation for this task involves reading, writing, listening and speaking however the final product is a spoken monologue | OTHER | Fluency | Self-Introduction | Students will present in week 10 (June 12 and 14) | https://drive.google.com/open?id=1CZ71WKq1u9-tuZH3fY2aVxpckDJ-3rMt | Explain activity and distribute worksheets | Students have received handout | Explain the task; At least 5-6 lines memorised following the basic four (Name, age, school, home). explain it must be memorised. detail the due date for presenting. (Week 10). | Students begin to complete the worksheet. | Help students with questions | all students complete worksheet | this will take at least two lessons, students who finish early can select their content and write out their speech on a separate page. 30% of grade is speech, 20% is their writing, 30% is OPI and 20% is classroom participation. | https://docs.google.com/document/d/12lF13FknirGOHy0iWTAJGdrzo3aZSTU4Mus5LxpGNiM/edit?usp=drivesdk | https://drive.google.com/file/d/1w0n6WvJCerlEPozuEnqF0JT45-pgqgX3/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-10 | Time zones 2 Unit 2A What does she look like? | Claire Yates | Alyssa Griffin | JHS2 | Listening, Speaking, Reading, Writing, Grammar | Adjectives | Teacher should be able to explain vocabulary regarding appearance. Prep time 15 min | Introduce new vocabulary about appearance | Students can recognize and use the vocabulary and phrases pertaining to appearance | Introduce target sentence structure and adjectives | Students are able to understand and use adjectives to talk about appearances. | Identify and understand adjectives and their uses | Students are able to identify and use adjectives in context | Conversation practice | Students can use adjectives to talk about people’s appearances. | https://docs.google.com/document/d/1aeSoG2wJfodafHk9jm7e2cOjQIELSJCrJ8wh-X23CWg/edit?usp=drivesdk | https://drive.google.com/file/d/1QKvhhrb4Qu61ts3Dl4gTApStg5KQYNEC/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-10 | World English Unit 2C Describe a special celebration or festival | Claire Yates | Alyssa Griffin, and Kim Stahl | SHS1 | Listening, Speaking, Reading, Writing, Grammar | Adverbs of frequency | Teacher should be ready to explain any new vocabulary relating to special celebrations or festivals and grammar for adverbs of frequency. | Introduce vocabulary for special celebrations | Students are able to recognize and understand special celebrations and festival vocabulary. | Introduce the adverbs of frequency | Students can use the simple present tense to talk about celebrations and festivals in detail. | Conversation practice using adverbs of frequency | Students are able to use the model conversation to create a original conversation with other students. | Sentence practice | Students can apply the learned grammar correctly to set phrases using context clues | https://docs.google.com/document/d/1ebizngOvtvFw0nFZiAoLN0RkUmBQJ2N2I7PrMLrzvGw/edit?usp=drivesdk | https://drive.google.com/file/d/10z42dsn8D0oQstXTYI230XD-Ih1X-CmS/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-10 | Keynote Unit 7A He’s kind of shy | Alyssa Griffin | Claire Yates and Kim Stahl | SHS3 | Listening, Speaking, Reading, Writing | Adverbs | Teachers should be prepared to explain the nuance of various adverbs of modification in regards to appearance and personality. Prep is about 15 minutes. | Introduce vocabulary | Students should be able to recognize the difference between words that describe physical traits from those that describe personality | Conversation practice | Students will be able to understand and answer comprehension questions about the model dialogue | Discussing family traits | Using the model dialogue and the target vocabulary, students will be able to discuss the members of their family with one another | https://docs.google.com/document/d/1rYcvTeqN4h_6zs90ad8vl8kY6X4fxhgaaWTMviZV9Wo/edit?usp=drivesdk | https://drive.google.com/file/d/1j16L5pGfPXyKB7Yc4vnwUV77J_epmOhw/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-10 | World English Unit 2B Talk about free time | Claire Yates | Alyssa Griffin, Kim Stahl | SHS1 | Listening, Speaking, Pronunciation | Present simple tense | Prepositions of time | Teacher should be ready to explain any new vocabulary and have either a script or cd for the listening portions. Prep time 15 min | Listening comprehension | Students can answer questions about daily life based on a listening script from the text | Pronouciation practice | Students can differentiate between different “s” sounds at the ends of words | Speaking practice | Students can confidently use the grammar and content of the lesson to interview each other about their daily lives | Grammar review | Students can complete a worksheet using the target grammar and language | https://docs.google.com/document/d/1XM7Xm82MZurq4ZeYzTyS6V8b7y9uDiONbiz52dOWcp4/edit?usp=drivesdk | https://drive.google.com/file/d/1lpUOhUaCwjB_QFaeoTEzZtPxKp8uOJ-_/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-10 | Time zones 4 Unit 1C review | Alyssa Griffin | Claire Yates and Kim Stahl | SHS1 | Listening, Speaking, Reading, Writing, Grammar | Gerunds | Teacher should be prepared to review unit 1 materials. Prep time is 15 minutes. | https://drive.google.com/open?id=1AA_Wqs07RDOxjD_CT87hSYlJsHQRe5vC | Review vocabulary | Students should be able to choose the correct word to comeplete each phrase | Review verb form | Students are able to change the form of verbs to match the target grammar in the sentences | Review set phrases | Students should be able to correctly identifying the meaning of the set phrases learned at the beginning of the unit while using context clues to make a complete phrase | https://docs.google.com/document/d/14-Y2bbSL0VMZAQb1uuJYpY3XtUZUuK9E7y-YGKRnPc0/edit?usp=drivesdk | https://drive.google.com/file/d/1xnu-1Ik07W8rZheOH_IZAJQ9m9fojPuY/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-10 | Time zones 4 Unit 1B Extreme Collectors | Alyssa Griffin | Claire Yates, Kim Stahl | SHS1 | Listening, Speaking, Pronunciation, Reading, Writing | Gerunds | Teachers should be prepared to talk about collections and set up an example interview. Prep time about 15 minutes. | Introduce the concept of a collection and have students listen to the passage | Students are able to hear and understand the passage, and answer comprehension questions | Pronunciation practice | Students should be able to differentiate between statements said with a period, question mark, and exclamation mark | Conduct a class survey | Students will interview one another about their hobbies and interests using target sentences from the unit | https://docs.google.com/document/d/110Ar_24YQvVr_gt8aIs5Vjvui56GSw9Ab2w-0H7-KPQ/edit?usp=drivesdk | https://drive.google.com/file/d/1EelIcpX-HvLcWR8IzEcOdUcSaH65QKFQ/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-10 | Times zones 2 unit 1B robot scientist | Claire Yates | Alyssa Griffin | JHS2 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Adverbs of frequency | The teacher should be prepared to explain vocabulary from p. 10. They should a be ready to explain the pronouciation reduction of “to” to “tuh”. Prep time 15 min. | Check listening comprehension | Students can understand and answer questions in the text based on a listening script. | Practice pronouciation | Students can hear and produce the reduction of “to”. | Speaking practice using the target grammar | Students can understand the target grammar and concepts of this unit and use them in conversation. | https://docs.google.com/document/d/1CUZio_0TNykQSl7xegWfy6hGuD6uPhBw7UBIVNV1ONs/edit?usp=drivesdk | https://drive.google.com/file/d/1o4PH0ccPmaXPoOvlSUMtQJjk7FUjQI3w/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-10 | Times zones 2 unit 1B robot scientist | Claire Yates | Alyssa Griffin | JHS2 | Listening, Pronunciation, Reading, Writing, Grammar | Adverbs of frequency | OTHER | The teacher should be prepared to explain vocabulary from p. 10. They should a be ready to explain the pronouciation reduction of “to” to “tuh”. Prep time 15 min. | Check listening comprehension | Students can understand and answer questions in the text based on a listening script. | Practice pronouciation | Students can hear and produce the reduction of “to”. | Speaking practice using the target grammar | Students can understand the target grammar and concepts of this unit and use them in conversation. | https://docs.google.com/document/d/1wP2mKdoA3c7_biraEk-7qV8rkBH4_Ttzw7Apy6tfLcw/edit?usp=drivesdk | https://drive.google.com/file/d/1QX4JGpFvaUt-OXMLMPbXZo3a3JFg9a9e/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-09 | Getting to know your peer | Chris Labno | SHS1 | Listening, Speaking | Speaking: Self Introduction and sharing nicknames Asking Questions to others Answering Questions about Self | Guessing names of people via questioning | Questions and short answers | Questions (interrogative) | Variation of Interchange 1 Activity page 114 | Preparation is about 10 minutes. Printing copies of the materials. | https://drive.google.com/open?id=18fgIjsRrQghTVd0m6X0YaciK07XxA2et | Welcome and Ground Rules Handouts | Handouts distributed, short small talk | The Ground Rules Handout should be distributed to each student. Remind them that these rules came from all 3 Student Groups. Ask them to keep them in their folders. 3-5 minutes | Attendance with Nickname Question | Attendance is taken and everyone has been asked the question and all have been given a chance to respond | On the board, write 2 variations of the same question "Do you have a nickname?" "What do people call you?" Teacher should coach how the student should answer if the student is having trouble. Make sure they stand. 7 minutes | Pair Activity: Getting To Know You Activity Sheet | At least 2 people are interviewed, and they have taken turns to answer the questions themselves. | Hand out the activity sheet to all the students. Review some vocabulary briefly to make sure they understand some new words, such as spare time, and celebrities. Have the students rotate around the classroom in a column, so that they interact with new students. Monitor for time. (About 15 minutes) | Guess the celebrity I met this past weekend! | Either time runs out or they are able to guess the celebrity | Make sure as many different students as possible as questions. Give them hints along the way, if needed. About 9 minutes | Class Adjourn with students viewing photos of the celebrity as they leave the class. | Class is adjourned | About 2 minutes | Getting to know you... Interchange 1 page 114 | https://docs.google.com/document/d/1Z2EX4tpy20sgnBSWnTQ_GN2oXHRhoTKa2oke0FADmHE/edit?usp=drivesdk | https://drive.google.com/file/d/1Rw4_IQLIykc3tCwuIHjtww_zVdklZKkT/view?usp=drivesdk | ||||||||||||||||||||
| 2018-05-09 | Current Events: Facebook/Cambridge Analytica Privacy Issues | Scott Link | SHS3 | Listening, Reading, Writing | News Article Reading | Critical Thinking | NONE | A few hours of editing the original news article, choosing vocab, and creating questions. | https://www.nytimes.com/2018/04/10/us/politics/mark-zuckerberg-testimony.html | Students match English vocabulary words with Japanese words and English definitions | Students have matched all words and we have gone over the answers together as a class. | I read the article to the students and explain each main point in detail. | Students have listened to a detail explanation of the news article. | Students read and answer questions in groups, searching for the answers in the article. | Students have finished all questions and we go over everything together in class with a discussion. | https://docs.google.com/document/d/1mlLysk28xHXN0Y8pZAzfd-Ncmr8uR2chmGlhLcL7SCU/edit?usp=drivesdk | https://drive.google.com/file/d/1YYT3l4lZqRH9Ckah1C2uup_anWOUUDUZ/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-08 | Comparative & Superlative 03 | Bryce | JHS2, JHS3, SHS1, SHS2 | Speaking | Comparison (comparative and superlative) | 5min for speech w/s print outs | https://drive.google.com/open?id=1L75w2E0xVp_HCXLBMC3llR14TGqoahX_, https://drive.google.com/open?id=14nBkXhNIx9r_NeH4oSSUxDEangTGUohV | Simple game where students need to pay attention using Comp & Super | Students will realize and say together who the 3 winners are of each game | It's a game of just luck but they like it. Eg. Whose hair is the longest. The 3 students with the longest hair step forward or the class will call them out. Then one student will say "my hair is long" followed by "longer" and "longest". | Listening - as I introduce their first Project, the speeches. | Once they fully understand the rules of the speech, we can begin practicing. | Make partners & choose your theme for your speech. | Come to me & tell me your number & theme you've selected. | Once I have them marked on my list, I know who is in a team and what their themes are. Themes are restricted to only 3 teams per class. | https://docs.google.com/document/d/1nHd3JMcgmM6JgYN2u4NpnOjWCZwUjjkBg_qnxO1gS4M/edit?usp=drivesdk | https://drive.google.com/file/d/1KPGWsnNOi5HhdZZ3aOYnB5FO4thTi19b/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-08 | Comparative & Superlative 02 | Bryce | JHS2, JHS3, SHS1, SHS2 | Speaking, Reading, Writing | Comparison (comparative and superlative) | 5min for spare print outs (if needed) | https://drive.google.com/open?id=1PDXtSqEZ7NXsqZ15K5Mi6ABtXRBxu76b | Revision going over the Comp & Super words via worksheet or getting the students to call out freely | Students will know the comp & super word list | Reading from the text book and using comp & super examples for questions | Answering the questions after reading the story | Continue W/S from last class, finishing with the interview | After finishing interview, some students will read their partners answer in a full sentence | Hello there! pg. 20 | https://docs.google.com/document/d/1o-T8_uytjX1cGv9TZge_LfZ3QHS5SkFLN30E9NaO6RU/edit?usp=drivesdk | https://drive.google.com/file/d/1bLG1uHTLtfm7fNS9cqDRzWR8PAQauDN5/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-08 | Recipes - Passive Voice | Leigh Bitossi | JHS3 | Speaking, Writing, Grammar | Passive voice or active voice | Recipe Handout (available from link) | http://dawnscustomdesigns.com/wp-content/uploads/recipe-template-recipe-template-28-images-recipe-template-4-free-templates-in.jpg | Cooking vocabulary | When you have established a good list of essential cooking vocabulary. | In order to make a recipe, students will need to know essential vocabulary like, Ingredients, fry, boil, bake, cut, chop, slice, pot, pan, stir. Elicit as many as you can from the class and write them up | An Example Recipe. | When the teacher and the class have elicited how to make recipe directions using the passive voice. | Choose an easy dish like curry. Make passive voice sentences like, "First, meat is chopped into squares." "Next, an onion is chopped into small pieces." etc. Make sure you go over how to sequence instructions like a recipe. | Students Make a Recipe. | When students can use the passive voice to make their own recipe with correct directions to follow. | Hand out the recipe template and tell students to choose a dish they know or like. Fill out the recipe sheet with ingredients, utensils and directions using the passive voice. | Hand out the recipe template and tell students to choose a dish they know or like. Fill out the recipe sheet with ingredients, utensils and directions using the passive voice. | https://docs.google.com/document/d/1QO5KQcmhVkPz23M9CZiO98CCLYrMiPkc3BonHqTSCgE/edit?usp=drivesdk | https://drive.google.com/file/d/1akZAEPPOJQ_6kFvoBYc33hywV7fdyLbM/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-08 | What did you do during Golden Week? | Brandon Lindsay | Jason Packman, James | JHS2 | Listening, Speaking, Writing | Past simple tense | Adjectives | Golden Week | Write your own example for the dictation. Student notebooks/extra paper for students who forgot their notebook. | Dictation | All students understand the structure | * Review prior lesson's vocabulary (places), asking students about where they went during Golden Week. * Teachers dictate an example presentation to the students, e.g. "Let me tell you about my Golden Week. It was fun. I had a picnic at a park. I ate fried chicken with my friends. Thank you for listening." T reads twice. Students write this in their notebooks. * Next, teacher write the example on the board. Students check and correct as needed. | Writing | Students have completed their own presentation | * Using the dictation as a model, the students write their own presentation. Advanced students can change it if they wish. Teachers check presentations for correct grammar and usage. | Students give presentations | All students have presented | * Teacher demonstrates good presentation form. For example, eye contact and posture, loud, clear speaking voice, etc. * One by one, each student presents their presentation. | https://docs.google.com/document/d/1zlKmx0U2ZjLL2JNMxPX_70-F4kTr_NfdwqOh7MOSMQc/edit?usp=drivesdk | https://drive.google.com/file/d/1zIETovaqvQZeZLRK2pj7yo8iPla4KQth/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-08 | Family Tree Activity | Leigh Bitossi | JHS1 | Listening, Speaking | Questions (interrogative) | NONE | Not much time. Just some blank paper for the family tree. | Family Vocabulary | When students can identify all the common family terms | Illicit common family terms like, mother, father, niece, nephew etc. write them up on the board and ask “how do you say...in Japanese?” For each term. | Family tree and questioning | When students can ask who individual members of your family are. | Draw up a quick family tree with people’s names. Then, write up, “is.....your uncle/aunt/etc?” Get students to ask them a question about your family as a demonstration. | Make a family tree | When students have made their own family tree and can ask each other questions | Hand out blank paper and get students to draw their own family tree. When complete, exchange with a partner and ask the previously demonstrated question to each other. | https://docs.google.com/document/d/1M8LI9XT9tYKr-OQ6jTWJjHPHzidT5wlabppR_is7TCo/edit?usp=drivesdk | https://drive.google.com/file/d/1BtKip09ySQMSqjjOnz7nQ4CmsjEE3sbB/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-08 | Why do you like it? | Adam Strauss | Brian Heilenman | JHS2 | Speaking, Pronunciation | Adjectives to describe feelings / mood / tone | See attached worksheet | https://drive.google.com/open?id=1C0X6E5mh2eMfKpZWguqg_WV6tQzPAjTv | Review "Do you like~?" questions. Have students ask each other 6 different questions on the worksheet. | When all 6 questions have been asked. | Go over the different vocabulary and adjectives. Have students expand on their answers and tell "why" they like a certain thing. | The the grammar points have been understood. | Students use the board game provided and ask each other questions about the square they land on. Student "B" must answer using the adjectives provided. | When one player reaches the finish line first. | https://docs.google.com/document/d/1QhefHijaOEVi-H9jlXjQg-Kht22I8JlLgfSNEahYzQk/edit?usp=drivesdk | https://drive.google.com/file/d/105uEXQQyulEW3iKybEYrp-Oy_AJBnkDH/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-08 | Giving Opinions | Brian Heilenman | Adam Strauss | JHS2 | Listening, Speaking, Pronunciation | Questions: WH questions | Adjectives: Opposites | Worksheets, Dice (for Conversation activity) | https://drive.google.com/open?id=1o_PKbkRdP1Y4foTTNQQKVuGbNJ8VK8_v | #1 Words & Phrases | Finish vocabulary | Look at list of adjectives, practice pronunciation and check for understanding. | #2 Let's Practice | Finish all items in the table | Ask partner's opinion on each of the items provided on the worksheet. Make sure they are explaining their answer with their own ideas. | #3 Conversation | Time limit or after practicing each item | Each pair receives a dice, after rolling the dice, ask about something related to the topic corresponding to the number (i.e. Roll 1, ask about actor). Make sure students are coming up with their own examples, teacher can give them some ideas if necessary. | #4 My Opinion | Time limit or finish sharing answer | Students choose one of the three topics provided and create three sentences explaining their opinion on each. Then students share their opinions with partners or with class. | https://docs.google.com/document/d/1QK2zwOECNZNRi1S7fqCNs896oaDzudseddiXYR7tuh0/edit?usp=drivesdk | https://drive.google.com/file/d/1C0-uJI6d71IbnjnbfFeZbH4JxyYYUasR/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-05-08 | Describing People | Brian Heilenman | Adam Strauss | JHS2 | Speaking, Reading, Writing | Adjectives to describe personality and character | Describing peoples physical appearance | Worksheets | https://drive.google.com/open?id=1R-h7wnGkaKUO5_MvZWCD67i6wGp0M6hS | Words & Phrases | Practice sentences in table | Go through He/She is...; He/She has...; He/She is wearing... sentences. Check for understanding and correct any pronunciation mistakes | Let's Ask 1 | Finish interview | Write down description of best friend, club leader, family member. Ask partner about their best friend, club leader, family member's appearance, write down partners answers as well. | Let's Ask 2 | After going through all people | Ask about famous actor/singer's appearance. Describe them using the target sentences. | Guess Who | Time limit or finish taking turns | Play Guess Who asking about the characters in the illustration, ask Are you...? questions until they guess the answer right. | https://docs.google.com/document/d/1HrebAZwJoGOejgt8MAo3PWWFwETiahFCfJ-qqOQENkE/edit?usp=drivesdk | https://drive.google.com/file/d/1cFuBP93MsipUoaCH0y416aewurUlVWv3/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-05-08 | Which do you like? | Brian Heilenman | Adam Strauss | JHS1 | Speaking, Reading | Questions: WH questions | Lesson Worksheet/Cards | https://drive.google.com/open?id=12rQm5E_r6dvjbKQ2j1glCvW-lgv9OVvN, https://drive.google.com/open?id=1UIoeq2wV9qI4nXHoPv5jPlK9sixPW99h | Warm-up Practice | Finish practicing each example | Practice the dialogue from the worksheet using the accompanying pictures. Make sure to listen for good pronunciation and grammar. | Interview | After interview table is completed | Interview friends, write down their names and ask questions pertaining to the words in the table. Circle their friend's answer. | Let's Play Game | When game is finished | Start with game piece (eraser, etc.) on start, ask a Which question about the items in the circles, follow the arrows according to the person's answers. | Which janken game | After time limit or all cards are used | Students start with one card and ask their partner a question about the items on the card. Partner asks about their card and they match up the answers, if the person wins the Rock, Scissors, Paper they get to keep both cards and continue. | https://docs.google.com/document/d/1fUALCScuW7p9wIaqZSuDynuuY719fPV7KLMOfjTEXtU/edit?usp=drivesdk | https://drive.google.com/file/d/1bYIbr97Cq8ahtYiYaiJeoVb_z88FyMBg/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-05-08 | 1 Presentations | Adam & Necole | Necole & Adam | JHS1, JHS2, JHS3 | Speaking, JH3 - Creativity | OTHER | Each grade will get 3-4 weeks to prepare presentations. During this time the teachers will be available for proof-reading. | https://drive.google.com/open?id=1HFZjcES5Dh1i6NwAMREYjTXpzt-bzR2l, https://drive.google.com/open?id=1ZHWtU4RRgomhQAFtaYGrOsyEzQ1i03PW, https://drive.google.com/open?id=1CL13kYKy0aplSGWgH4F29zegGjUjpUvn, https://drive.google.com/open?id=1FLQvYX-DaelXL2XbLMBcOY3sHYs_DDR4 | https://drive.google.com/open?id=0BxEMBjrELOu3NHNONEhLYzYzTlU | JH1 - Self introduction. 2-3 generic statements such as name, age and city followed by 5-6 statements chosen from list. Memorized. | Assessment day | Describe presentations and allow time to work, help as needed. | JH2 - Free speech presentation. 6-7 lines about topic chosen from list. Memorized. | Assessment day | Describe presentations and allow time to work, help as needed. | ter / powerpoint in a small group and present on this topic. Notes permitted. | Assessment day | Describe presentations and allow time to work, help as needed. | https://docs.google.com/document/d/1Ofwht7vXOip3GokOIsp14M6HuC_aSS0SH_RC9iu36iQ/edit?usp=drivesdk | https://drive.google.com/file/d/1mRpG0WneWelp3pr71-80yHMocW5B9cTL/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-07 | Golden Week review | James Modlin | JHS2 | Listening, Speaking, Writing | Questions: WH questions | 5 minutes to type up the dialog | Pass out the paper. Instruct students to take out a pencil and eraser. | Once the students have done that we can begin. | This is an A/B dialog with six lines total. Students must listen and write as best they can. Feel free to spell difficult words on the board. | A1: What did you do for Golden Week? B1: I stayed home. A2: What did you do there? B2: I watched movies. A3: Did you do anything else? B3: I saw my friends. | Practice the pronunciation as a class. Then tell them to change the words to reflect what they did this past Golden Week. | When they finish their individual assignment, have them pair up, read the dialog one time and switch to the teacher, and then they can sit back down. | https://docs.google.com/document/d/1Wtw4ORcavBQeAVRIZQWhcn_V0fB5nGCqS66_8Lu_QJs/edit?usp=drivesdk | https://drive.google.com/file/d/1YiKxccJI5J8qzqrNy_Z-xIiToy8HoZ8n/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-07 | Who am I? | James Modlin | JHS1 | Speaking, Writing | Questions (interrogative) | 0 minutes; blank B5 paper | Write Name, Food, Animal, Color, Sport on the board in a grid at the top of five columns. Other than the name, which is for the classmates and themselves, demonstrate writing an example of each category next to the topic. | Make sure everyone writes something in the spaces provided. Help with spelling or even ideas if they're struggling. Funny examples are encouraged! | Review "Do you like...?" "Yes, I do./No, I don't." Demonstrate with the Japanese teacher or a strong student. Write their name on the board under Name, ask them the questions one at a time, and make a circle or x under each category depending on their answer. | Practice with the students and them turn them loose. Have them ask as many people as time allows. It's best to stop them with 7-10 minutes left in the lesson to get them situated if need be. | Tell the students to write their name on the back and hand their paper in. The teacher will ask the questions from each paper and the students will have to say whose questions they are. | Ask "Who am I?" and have the students answer using their classmate's name. | https://docs.google.com/document/d/1ysssGnCbZFEhXgI-ngLpyXEzpTMdZsCOSVMLI9978s8/edit?usp=drivesdk | https://drive.google.com/file/d/1ic_OWU90swMSKRz8RVdBrpeWV68_chvD/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-07 | Give Them What They Want/GW Qs | James Modlin | JHS3, SHS1, SHS2, SHS3 | Listening, Speaking | Questions and short answers | 5 min; cut a bunch of B5 paper in half width-wise | Teach however you do rock, paper, scissors. | Practice as a class (make sure they're actually speaking!) until everyone has the hang of it. | The loser asks "What would you like?" The winner answers "I'd like a/an..." Model with the Japanese teacher or a strong student first. The loser then has 30 seconds to draw a picture for the winner as best they can. When time is up they must give the paper to the winner and both people looks for a new partner. | Play until you run out of paper (keep a big pile on the teacher's desk or a central area) or until 10 minutes are up. | Write three questions pertaining to Golden Week on the board. 1) What did you do? 2) Where did you go? 3) How was it? | Students then have to line up and answer the teacher's questions about their Golden Week. | https://docs.google.com/document/d/1R5M1IMkzPJFjYJsx0UoQBBW6y0ondWVV_xRsEMdayyQ/edit?usp=drivesdk | https://drive.google.com/file/d/1M8jFI05eaRGDNWxQ0buLguDf7__eV-tM/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-05-07 | Truth or Lie? | Brandon Lindsay | JHS2 | Listening, Speaking, Grammar | Past continuous (progressive) tense | Last night's events | Bring enough worksheets for the class, provided by Jordan | Intro time and grammar | Students understand the language to be used in the activity | * Go over how to say time. * Introduce past progressive using examples. * Get some examples from students. | Truth or Lie game | All students can create their own sentences using the grammar | * Write four examples on the board and explain that one isn't true. * Have each student guess what number is a lie. Tell the answer. * Explain that this is the game they will play. Pass out worksheets. * Each student writes four sentences with one being a lie. Each one will read their four sentences and everyone guesses the lie, writing it on the seating chart. * Then we check the answers. | Simple past version (if time) | Students review what they did during Golden Week | * Same game, but using simple past for Golden Week activities. | https://docs.google.com/document/d/1jq1ed31VBNypd99qgw8E8p581XqsUj5V3Ai_4cB1odU/edit?usp=drivesdk | https://drive.google.com/file/d/1F32yoQovEZCM2HXPTzoNdco_R-lpAL2L/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-07 | Apologizing | Brandon Lindsay | JHS1 | Listening, Speaking, Reading | Questions and short answers | Accidents and apologizing | Familiarize yourself with the textbook, 5 minutes. Bring a soft ball or something else to throw and maybe a timer. | Situation introduction | Students can understand and say the conversation | * Introduce characters and situation on p. 27. * Students shadow teacher. * JT checks for comprehension and translation. * Check pronunciation under 'Words' section, as well as question intonation. * Q and A practice, with teacher taking one role and students the other, then switching. | Ball passing game | All students sit down (perhaps multiple times, time permitting) | * Demonstrate with JT how to play. * Everyone stands in a circle. Taking turns, the student with the ball says one line in the conversation, passes the ball to someone else and sits down. The person with the ball says the next line and so on until everyone sits down. * If they get it quickly, try a timed version. | Pair work | All students can say both parts of the conversation | * Students work with a partner, practicing the dialog. * The partners present in front of the class. | New Crown 1, p. 27 | https://docs.google.com/document/d/1YGnd8ae1g_8E0SBaGcognl7Qhmxv3DQfGCQeNw8IXRo/edit?usp=drivesdk | https://drive.google.com/file/d/1talHLeYCleB8Ag946kADPP6VEE2AhUor/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-07 | PART ONE: They’ve Found a Fossil | Stuart Dalziel | JHS3 | Speaking, Grammar | Present perfect tense: FOR or SINCE | Print handouts, prepare listening, familiarize self with plan etc. | https://drive.google.com/open?id=13Z76nEC6xPN8LfO8-UllDV2o3bQ3LFKK, https://drive.google.com/open?id=1-9k7hDF2tob2ngAgW9NmyD--qKW2lFw0, https://drive.google.com/open?id=10WWa9WW2om9MwgT3Pn0g83pv1GCKENBL | https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/For_or_since/Since_and_for_dl5586yr | Stage 1: Charades. Students are split into two teams. One student is given a charades prompt for a present simple action. (e.g I eat noodles). Student must act out the action at front of class. First team to correctly guess the prompt gets 1 point. Student who guessed correctly then acts next action. Record each completed prompt on whiteboard. Students must then convert boarded sentences to present perfect simple. | All sentences have been converted correctly. | Stage 2: Listening P.97 Listening A and B given. | Answers have been checked as group. Play more than once if needed. | Stage 3: For vs SinceOne of the example sentences from stage 1 taken as an example. Following dialogue structure elicited from students and boarded.A: I eat noodles (any hobby or habit fine)B:How long have you eaten noodles?A: I have eaten noodles for/since ----------If necessary, teacher can use timelines to clarify comprehension of this grammar point (since refers to a fixed start point of the activity whereas for refers to the duration of time in which it has occurred).Students then complete section 1 of “for vs since” worksheet. Answers checked and any confusion clarified. | Students have all completed section 1 of worksheet and answers have been checked. | Stage 4: DialogueStudents complete the dialogue from last activity in pairs, swapping roles and using both for and since forms. | Students have completed conversation. | Stage 5: Lines. Stage 3 dialogue filled on board with verb to live. In rows, students asked to use this dialogue to establish who is oldest and youngest in their row, and line up in order from oldest to youngest. Check one or two rows as a group to see if they are positioned correctly. Complete the activity again in side to side columns rather than front to back rows for an extension. | At least one group's order has been checked. | Stage 6: Buffer. If more time remains, complete p.99 C. | Bell rings / activity finished and checked. | Timezones 3: 10.1 (96-98) | https://docs.google.com/document/d/1i5R-OUA4f1ArnEYfSWBze7eSinlEk66o_k33-RZVeFg/edit?usp=drivesdk | https://drive.google.com/file/d/1r0QvO2q_Z8bqZ7f2yUJbtl61sPDEQWEa/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-05-07 | SHS3 Composition lesson 4 | Jennifer Willett | Also taught by Joshua Brougham and Stuart Dalziel | SHS3 | Writing | OTHER | Supporting a thesis statement | Warm up composition problem, assignment D, P.E.E sheets | Warm up composition | When students have completed and given/received peer feedback | Warm up problem 'Write about someone you admire. Why do you admire them? What have you have learned from them? Your answer should be 10 lines long and written in English.' 5m Ss feed back in a pair briefly, ASK Ss TO USE TIMED WRITING TRACKER | Hand back homework | When students have handed in assignment B | Hand back HW assignment B, ASK Ss TO USE TIMED WRITING TRACKER, Raise any key points/common errors briefly | Introduce concept of Point Example Explanation | When students have understood the main purpose of this concept | Overview of P.E.E: to support a thesis, used in essays that have more than one reason/ are more than one paragraph. The point is one reason why the thesis is true. In short form answers (50-100 words Ss should use THESIS EXAMPLE EXPLANATION), in longer essays (>100 words) Ss should use a thesis in their introduction and then delve into each reason cited as a separate point, each within it's own P.E.E paragraph. Students complete the practice exercise in pairs Students work to flesh out a partially written PEER paragraph for an essay problem. | Ss critique each other’s draft C | Ss should read their partner’s draft essay homework and provide feedback. | They should look for use of PEE, if they can't find it, or think it needs improvement, they should work in pairs to create them. They should also find the thesis as consolidation of previous learning and see how the paragraphs use PEER to support the thesis claim. | Set homework | When Ss understand assignment D | https://docs.google.com/document/d/1cmfIzcT8I6qx7DBfDCJuM9cgJ2h9PvQZpd3uhnTedX8/edit?usp=drivesdk | https://drive.google.com/file/d/1AcFs9ZP3YjeUumD6t0Czk-dWcCg0RPw6/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-05-07 | Sports English Project: My favorite athlete | Alvaro Leiva | SHS3 | Reading, Writing | NONE | Sports Athletes | Less than 10 minutes; access to a computer lab for students, projectors for students to see what they need to research on their PC. Lesson is useless if you don't have access to a PC room for students | Students in pairs work together to research info about their favorite athlete | All groups have finished | In pairs, have students research their favorite athlete; name, sports they play/position, what they like, what they do, what they don't like, name of father, mother, any brothers or sisters. They are to write this down on a paper or worksheet made by the teacher (OPTIONAL). Using materials from Lesson 1 and Culture Talk 1 from their textbook, they are to introduce their favorite athlete in front of the class | Groups present their favorite athlete | All groups have presented | Have pairs present their findings in front of the class. OPTIONAL; JET can mark their presentation as score for their final mark. | Students ask questions to pairs presenting | All questions answered | This is optional as this depends on how much time is available during class. | My Passport English Conversation, Lesson 1 page 6-7, Culture Talk 1, page 10-11 | https://docs.google.com/document/d/1Fov7esTcg6CoFNAfzlK_Jp-HivJ-SP_8-5bz_L_rQA0/edit?usp=drivesdk | https://drive.google.com/file/d/1Emk5e-w0OyhfNlCZKHbaI-SAkSS1z8AW/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-07 | Semantic Web Vocabulary Review | Alvaro Leiva | SHS1 | Speaking, Reading, Writing | OTHER | Pictograms | Less than 10 minutes; A3 paper for groups, vocabulary list word from textbook | Demonstrate a sematic web on board using a simple topic; fruits | A web has been completed on the board | To demonstrate, I start off with an easy word, and have students give their answers. I write them down on the board as I am making a web along with the students. Go into details as to why some words are connected with each other | Round 1; students in groups make a semantic web | All groups have finished | Give each group A3 size paper and have them make a semantic web. All students start off with a word written on the blackboard by the teacher. Have all groups use vocabulary words from their textbook integrated into their webs. | Round 2; Groups make another semantic web using different topic | All groups have finished | For extra challenge, students are not allowed to use the same vocabulary words that they used in their first web. | Groups select a portion of their web from round 1 or round 2 and make a sentence | All groups have finished | Have groups pick a web, and select a section of that web. Groups must make a sentence and write it on their A3 paper. They either present to the teacher or have students write on the blackboard. | Crown English Communication, Lesson 1, pg 4 - 12 | https://docs.google.com/document/d/1BDILQG1AqrBOi6KS8pR0-kU8y7cSe5yoHpkd2TdvD-w/edit?usp=drivesdk | https://drive.google.com/file/d/1chpZFh6IJbcacppxoUhQVAahITkzNS77/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-05-06 | Passive Voice Review & "My Town" Speech Topic Introduction | Leigh | JHS3 | Listening, Speaking, Writing, Grammar | Passive voice or active voice | OTHER | Speech Tpic - "My Hometown" vocab/questions/opinions | New Treasures, 2B, Lesson 7-2, pages 2 to 5, and a list of questions about "my hometown" | Warming-Up. | When students can correctly answer the questions in the textbook exercises. | This is pretty straightforward. Pages 2&3 are very quick and easy. All students need to do is match multiple choice answers to the corresponding question. For example, "Where's the car?" - "It's covered with snow." is the correct pairing. Pages 4&5 are a little more involved. Students need to answer questions very similar to a few lessons back like, "Who invented the electric light?" ("It was invented by...). There's also food based questions similar to the previous lesson. Eg, "It's made with eggs and rice." | Introduce the speech topic "My Hometown" | When students have answered the questions about their town | The questions are designed to get students thinking about their town in more detail, and to introduce the notion of opinions as well. Of course, you'll need to make sure everyone understands vocabulary like, "recommend" and "population." Also, students will need to know how to give their opinion in a basic format such as, "I think my town is...." and "I recommend the shopping center because..."The questions are: 1.) Where do you live? 2.) Where is that? 3.) What's the population of your town/city/ward? 4.) What do you have in your town/city/ward? 5.) What's your town famous for? 5.) What do you think about your town? 6.) What do you recommend in your town? | n/a | n/a | https://docs.google.com/document/d/1osiyFOiA30C1CJSpUMghxy6xSe9cNFrB9rI3fJJVZgk/edit?usp=drivesdk | https://drive.google.com/file/d/1G4I_SlwQbvNKRJo2NkXDe0khBNTunt3d/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-02 | Why do you like it? | Adam Strauss | Brian Heilenman | JHS2 | Speaking | Questions: WH questions | See Worksheet | https://drive.google.com/open?id=1G4qxpGrixpPmDEvhZbxDTn9zZRMmBISS | Have students get into pairs and ask each other the questions on the worksheet. | When all 6 pictures have been completed. | Students expand the questions and ask 6 more questions with additional answers. | All questions on the worksheet have been asked. | Worksheet board game. Students land on a square and use the different adjectives in their answers. | When the set amount of time expires | https://docs.google.com/document/d/1Euo4r2dvE_0mYv-Hh0iLmsGNlJEWmaOq8Xi8KH-Kujo/edit?usp=drivesdk | https://drive.google.com/file/d/1-o9hvdgz2azxukhSYX-WBXOxT7H5vjqo/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-05-02 | Common Mistakes in English | Jeremy Gardener | SHS2 | Grammar | OTHER | List of 10 sentences with mistakes that students frequently make. | https://drive.google.com/open?id=1QgsUJZczDjfdhrb0pPhLxQTatWStDtHRFPkH91l_5Lg | Students try to correct sentneces | All students have read the sentences and attempted to correct them | Ask students for corrections | Students show their corrections to the class/teacher. | Teacher gives correct answers | After thorough explanation from teacher, all students understand why these sentences are incorrect. | https://docs.google.com/document/d/1XKa-_mqGNRS6ZVKSSdYfjNne8_6t_x4yR8JxTJCMSCA/edit?usp=drivesdk | https://drive.google.com/file/d/19Hih46eSxXZdMe3VQ3X1kvs6NTz3coDe/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-02 | Hobby presentations 2 | Brandon Lindsay | SHS1 | Listening, Speaking, Reading, Writing | Present simple tense | Hobbies | Read through the listening section beforehand | Reading | Reading section is complete | * Review pronunciation for all terms * Students read through sections 2 and 3, one sentence at a time. | Listening section | Students have checked comprehension | * Explain that the teacher will read a question, and the students will choose the appropriate answer for each problem. * Review answers. Students record scores. * Go over pronunciation of question words, and have students listen and choose the correct response in the Check section. | Presentations | All students have presented | * Give a few minutes for those who didn't finish the homework and check everyone who is finished, if time. * Go over proper presentation procedures, such as eye contact and clarity. * Everyone gives presentations. | Crown, lesson 1; Listening, unit 2 | https://docs.google.com/document/d/1WUmzFvp3al7-pXzo5FqUV2uZgrlbNHe-Nszsi13q9wk/edit?usp=drivesdk | https://drive.google.com/file/d/1T1AXAY7hf_dWH3SakGWodz6S2P3Xq90i/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-05-02 | Self-intro presentations | Brandon Lindsay | JHS1 | Speaking, Pronunciation, Writing | Present simple tense | Self-introduction | No prep necessary, just remember the sentences from the last class. | Presentation check | Students are ready to present | * Teacher check each student one by one, checking for correct pronunciation. | Give presentations | All students have given presentations | * Teacher demonstrates proper and improper ways of presenting * Each student presents in the front of the room * Assist and give feedback as necessary | Game | Time is up | * Any level-appropriate game is fine, but I use a vocab/spelling game similar to hangman. First, draw a hamburger and shark (or any two things representing good and bad consequences) on either end of a set of stairs. Every time a student gets a correct answer, it moves closer to the hamburger, and vice versa. They each choose a letter given the category. If they get one correct, they get one point. If they get the hamburger, they get three points. The hamburger resets with each new word. | https://docs.google.com/document/d/1QRinVntdLIruBH294BPQHzEFLBfk-x8Wicj_jCyq9M0/edit?usp=drivesdk | https://drive.google.com/file/d/1Fm7KUN3kXCa9PzLeCngd6P_Fm1TOsIC2/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-01 | Talking about Hobbies | Jason Packman | Brandon Lindsay, James Modlin | JHS1 | Listening, Speaking | Nouns | Hobbies | print stuff out, about 10-15 minutes, make sure you have enough all the time. | https://drive.google.com/drive/folders/0B6JStFJkqFs3fnNyQWF2T0Eyc2ZOc0swOVRuQjhsTHJMOXkza3JBZm5tQlhuVVRwVzBUTkE?usp=sharing | Rapid Fire Repeat Test | S complete the test | Ss repeat a sentence about Sazae-san's family's favorite foods (from last week's vocab and structures) and teacher evaluates response E.g. "Sazae likes macaroni and cheese." | Ss learn vocab about different hobbies | Ss can say which hobbies the Sazae san family members do | #Action T will use flash cards to introduce hobbies vocabulary. T read/S repeat. Question Ss at random with a "Do you...?" question. T will pass out listening worksheets with pictures of the Sazae-san family on the left and hobbies on the right. T will introduce the structure "Sazae's hobby is _______." Ss will draw a line and connect the person to the hobby. | S play charades | S are able to see someone do an action and then say what the action is | T first does some gestures on their own and elicits answers from S at first, to show what charades is. T then splits class into two. Everyone stands up. Two students then come to the front, one from each group. Those two students need to gesture a hobby based on what a teacher tells them.. T calls on the first person in the class who raises their hand. If S is correct in their guess, S can sit down. WInning team is the one who all sits down first. Remaining team members who are are standing need to tell us their hobby. | https://docs.google.com/document/d/1Zax6Vcpjw1KIGioyYM1ptt4Mciu5OFif90iuHvBjQaQ/edit?usp=drivesdk | https://drive.google.com/file/d/1YAhUW41G0iHVVSVOT1qnLyF2dTFiGhfA/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-05-01 | Keynote Unit 5B What does it do? | Alyssa Griffin | Claire Yates and Kim Stahl | SHS3 | Speaking, Reading, Writing, Grammar | Quantifiers (e.g. some, many, much, any, few, little) | Teacher should be prepared to explain quantifiers and count and non-count words. Prep time is about 15 minutes. | Discuss new forms of technology | Students will read a passage and give their opinions on the content. | Introduce grammar | Students can understand phrases related to describing technology, as well as how to use quantifiers | Grammar comprehension check and practice | Students can correctly identify the grammar patterns they have just learned To complete the sentences | Speaking about future technology | Students will work in groups to create and describe a new form of wearable technology, then present to the rest of the class | https://docs.google.com/document/d/1IDa_MjsFdQ3jEI1PzdjMLkJIzSDTf_VZWcM-B8BSd-E/edit?usp=drivesdk | https://drive.google.com/file/d/1fsASi3xIsaiUbjS7co74_aELu7jaCaW5/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-01 | Keynote Unit 3B What job would you like? | Alyssa Griffin | Claire Yates and Kim Stahl | SHS3 | Listening, Speaking, Reading, Grammar | OTHER | Be like, like, would like | Teacher should be able to explain the difference between 3 likes. Prep time is about 15 minutes | Discuss job preferences | Students will read a passage and give their opinions on the content. | Introduce grammar | Students can understand phrases related to describing occupations, as well as differentiate between the three uses of like. | Grammar comprehension check and practice | Students can correctly identify the grammar patterns they have just learned in question and answer format | Speaking about a future job | Students will be able to make and discuss plans about their future job with one another. | https://docs.google.com/document/d/1Rgc4zxGa24hVy7EOh9LEN-QgRDJAMvtkU-CryMNIWlQ/edit?usp=drivesdk | https://drive.google.com/file/d/1aUUwonfo9tsXLg4of24i6klwkmVAafcD/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-05-01 | Time zones 1 Unit 1A What’s your favorite band? | Alyssa Griffin | Kim Stahl | JHS1 | Listening, Speaking, Pronunciation, Reading, Grammar | Questions: WH questions | Teachers should be prepared to explain the difference between What and Who. Prep time is about 15 minutes. | Introduce unit themes through model conversation | Students can identify the two question patterns and substitute their own answers. | Introduce unit grammar | Students can differentiate between What and Who questions and how to answer them. | Converation practice using WH questions | Students will ask one another and answer original questions using the target grammar. | Review grammar point | Students will fill in the blanks of a conversation with the correct grammar | https://docs.google.com/document/d/1y709GexN0aO_N2tlSWCn7c0-FX111J7A7Nisfs8lBqI/edit?usp=drivesdk | https://drive.google.com/file/d/1V5b1KjFv9EvqEEI-nCixs1-F4rdhrdhn/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-05-01 | Time zones 1 Unit 1B The World’s Favorite Sports | Alyssa Griffin | Kim Stahl | JHS1 | Listening, Speaking, Pronunciation, Writing | Questions: WH questions | Teachers should be prepared to expand on the concept of favorites. Prep time is 15 minutes. | Check for listening comprehension | Students can answer questions in the text based on a listening script. | Practice pronunciation | Students can hear and reproduce the difference in sound for contractions | Complete a class survey | Students will synthesize the things learned from this unit and complete a classroom interview questionnaire | https://docs.google.com/document/d/13CtmvwKXJj7I9d1hpzCEiRgmRF0RFLtm-LDx9LxBlGc/edit?usp=drivesdk | https://drive.google.com/file/d/1vXj740G2bDoeaQbPUVysypjYmsoj6ZQM/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-05-01 | Time zones 1 Unit 1C My favorite things | Alyssa Griffin | Kim Stahl | JHS1 | Reading, Writing, Grammar | Questions: WH questions | Teachers should be prepared to assist in a short writing assignment. Prep time is 15 minutes. | Article reading | Students can quietly read and understand a short passage | Reading comprehension questions | Students can apply their knowledge and correctly answer questions from the passage | Short writing assignment | Using the passage as a model, students will write a short paragraph outlining their favorite things. | https://docs.google.com/document/d/1gYeTUNaL4eXPzeKXaIwx8-UrPG6cqyik6QQY9mqa1lk/edit?usp=drivesdk | https://drive.google.com/file/d/1jqS2I5VZSaYQNtWnP7c_Y0MG9do4nrFF/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-04-30 | Favorite Food | Brandon Lindsay | Jason Packman | JHS1 | Listening, Speaking | Questions: Yes or No questions | Pronouns: Reflexive pronouns | Print 10 minutes | https://drive.google.com/open?id=0B6JStFJkqFs3cm5ucjBQS2N2ZUE&authuser=0, https://drive.google.com/open?id=0B6JStFJkqFs3ZC1GWklld19uMlU&authuser=0 | Review/introduce language | Students understand new vocabulary | * Review Sazae-san's family with last week's language. * Introduce food vocabulary with shadowing. * For example: "Do you like lasagna?" "Yes, I do./No, I don't." | Listening activity | Students can understand the language | * Pass out worksheets with Sazae-san's family on one side and food on the other. * Check to make sure students understand all pictures. * Say "Sazae-san's [family member] likes [food]" for each set of pictures. * Students draw lines between pictures based on what they hear. * Afterwards, everyone checks their answers together as a class. | Partner interview | All students are able to report their partner's likes | * Briefly go over gender pronouns with Sazae-san's family. For example, sort them into He and She. Then practice the following language: "This is Namihei. He likes pancakes." * Students get into pairs. * Using the language, they ask each other what food they like and write the answers down in their notebooks using He or She. * One by one, each partner will introduce the other and describe his favorite food. For example, "My partner is Mr. Lindsay. He likes tacos." | https://docs.google.com/document/d/1_p0nLevo4xwpzos-h6W7bX4ClKrKrNI6MRJRJUnicJs/edit?usp=drivesdk | https://drive.google.com/file/d/1Xd1-Y5sRcwWfKBkb7MjhPfF7ECtCCqHa/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-27 | Time Zones 2 Unit 1 A what do you like to do | Claire Yates | Alyssa Griffin | JHS2 | Listening, Speaking, Writing, Grammar | Adverbs of frequency | The teacher should be ready to explain the differences between “like” and “like to” and about hobbies and interests . Prep 15 to 30 min. | Introduce new vocabulary and grammar pertaining to interests and hobbies | Students can recognize and use the grammar and phrases pertaining to interests. | Introduce target grammar | Students are able to understand and use the target grammar to ask about interests. | Identify and understand the target grammar | Students are able to identify and use target grammar in context | https://docs.google.com/document/d/17e7loM4DbO7JTUXLpDtqsGX3GKs7UgK2G8ksHtGwo24/edit?usp=drivesdk | https://drive.google.com/file/d/1m27S13FuBXE0tQSjOXRufp3qHgoPkYvt/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-04-27 | Family Introduction | Alvaro Leiva | SHS3 | Listening, Speaking, Reading, Writing | OTHER | Family | Need a generic picture of a family tree or draw it on the board. Optional; picture of teacher's family, a worksheet with vocabulary exercise, character pictures | Drill keywords with students | All students have translated keywords to Japanese | Drill keywords with students, have them repeat it, and translated some/all keywords for students. If possible, using any generic pictures from internet, have students match keywords with pictures. | Use a family tree to have students make a generic family tree | All student groups / pairs have participated | Print out a generic family tree and have students fill out the keywords onto the family tree. They should identify all members on the picture. A twist would have the students working in pairs or groups. Also each group / pair use different family tree pictures. | Students make a family tree for a character / mascot | All students have completed the task | Either have the students chose on their own who they want to use as a character, have flashcards on blackboard, or folded papers | Students present their character family tree | All groups have presented | My Passport English Conversation, Culture Talk 1, page 10 - 11 | https://docs.google.com/document/d/1-_T-gqar9RwocH70TyIvjAvr63JnoueplOxZl09G9aU/edit?usp=drivesdk | https://drive.google.com/file/d/1wemWKo-u13I4InehBD0ITiGqmRsr89Iq/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-04-27 | Lesson 1 Making Conversation Practice | Alvaro Leiva | SHS3 | Listening, Speaking, Reading, Writing | OTHER | Target Language: Let me introduce you to ~ & What do you ~? | Self Introduction | Less than one hour; need to prepare some reading practices for students. OPTIONAL; a worksheet for students to write answers they will be asking their partners and writing out an introduction for the class | Review last lessons materials by making pairs practice their original dialouges | All students or some students have participated; depending on time and teacher. | This is a good review for the class as they need to remember the grammar point that was studied last lesson | Using textbook, practice and explain the two grammar points | Students have drilled, practiced in pairs, and presented in pairs the dialogues | There are a few exercises on page 7 of the textbook for drilling practices. Pair practice drills also help. Partner exchanges, and having student pairs present in front of class helps students understand the grammar point. | Students make pairs and interview their partners | All students have given and written out answers on a piece of paper | Have students make pairs, they ask a set of questions made by the teacher, such as what do you like to play, what do you like to eat, what do you listen to, or any other question appropriate for their level. Teacher should write these questions down on the blackboard | Students write a small report about their partner | Students have written a report | It is also a good idea to have students present their report to the front of the class | My Passport English Conversation, Lesson 1, page 6 - 7 | https://docs.google.com/document/d/1dQNh7qDDzIZpgUCSNizrgUzGHiSTq0-YTO07_VwwLrQ/edit?usp=drivesdk | https://drive.google.com/file/d/1tfVc8WpVdknuIxka5yJTjyPnGDTuBvNT/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-04-27 | Asking for train directions | Scott Link | JHS2 | Listening, Speaking, Pronunciation | OTHER | How to ask for train directions to a place in the city. "How can I get to-" "Take the --- Line" etc | Travel, directions | About an hour making prints and editing pages in the textbook to make blank spaces for students to fill in their own conversations, and cutting out cards with location names. | Students listen to the teacher read the conversation | Students understand what's going on in the conversation | Japanese teacher and I read the conversation together, we ask the students what's going on in each part. | I teach about how to ask for directions, taking trains, changing lines, and getting off at stations | Students can understand, ask for directions, and give directions by train. | I teach the phrases "How do I get to ---", "take the --- line", "change trains at ---", and "get off at ---" | Students read the conversation in pairs and switch roles | Both students have practiced saying the script | Using a script with blank spaces, students make their own conversations from the train map on the page in the text book | Both students have played both roles and made their own parts | Students walk around the room with a location card. They find a partner, play rock scissors paper, the winner is the person asking for directions. They ask how to get to the place on their location card. The other student give directions. They change cards and find a new partner. | Students have had many partners and practiced the conversation many times | In a couple weeks, this conversation will be a test for a grade. | New Crown 2 Let's Talk 1 | https://docs.google.com/document/d/1knFZpkii4hQb1EPX75XX3rX2JKvZP8WyTb6snujm9Yc/edit?usp=drivesdk | https://drive.google.com/file/d/1qAhkoXjXr-9q9AR_pN6j5ssSrQBdELtD/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-04-27 | TOEIC Listening Test Part 2-Question/Response | Scott Link | SHS3 | Listening | Listen for proper responses to a question | Question words | Questions: Yes or No questions | About an hour to make packets of copies from the textbook and plan out my board work. | Ask students about what kinds of questions there are | Students know and can differentiate between 3 different types of questions | Yes/No Questions, WH Questions, Tag Questions. I give examples of each. | I teach how to look for correct answers for each kind of question. | Students understand the proper kinds of responses for the three types of questions above. | Avoid distractors, eliminate incorrect answers that don't match the style of question. | Students brainstorm answers to example questions | Students have made their own answers to a few example questions | Students share their answers on the board | Listen to a mini test | Students answer all questions and understand why the correct answers are correct | Listen to the mini test, go over answers together, explain each one in detail | Students read an email and come up with questions to address the problems in the email | Students came up with questions and shared them with the class. | Tactics for TOEIC Unit 2 | https://docs.google.com/document/d/1FZ2gkg5RsnTFRXMiRqtO7ZkSfgSI7VmhsfnVCJAwYsg/edit?usp=drivesdk | https://drive.google.com/file/d/1UWZaaq7tMvEZ-5WZbdEgv2uxaDBZvrhE/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-04-27 | Part Two: Have you ever been to a festival? | Stuart Dalziel | JHS3 | Grammar | Present perfect simple tense | This lesson obviously follows on from part one, building upon that knowledge. | Copy and print handouts | https://drive.google.com/open?id=19eSh59mEFYIiUMVroloxW0_41oyY48bO | Stage 1: “Have you ever” review. A brief review is conducted of the previous week’s main grammar topic (Present Perfect Simple for describing experiences / responding to ‘have you ever’ questions.)P.79 C Is set up and completed, with students then asking the questions to a partner. | All students have asked a partner. | Stage 2 – Irregular past participles. A brief pop quiz is given on common irregular verbs, possibly as a competitive team game for points, with the first team to give the correct past participle for the boarded simple verb getting a point.. P.79 D set up and conducted | P.79 D has been finished and checked as a group. | Stage 3: Find unique things partner activity.. Students are invited write 3 “I have” statements on paper which are true for them. They then partner up and ask “have you ever” questions about those things to their partner. The partner responds to the statement with either “Yes I have” or “No I haven’t”. The student then records the partner’s name and their responses to each question on paper. They then move on to a new partner. The first person to interview every classmate / X number of classmates is the winner, or the student to interview the most classmates in a fixed time frame. | The timer has run out or a student has "won" the race | Don't forget to convert the 3 statements into questions before starting if your group are too low ability to do this on the fly. | Stage 4: I have ever been. The ‘I have ever been’ worksheet (mistitled in attachment) is handed out and completed. It is unlikely you will get to this stage, but it is available as a buffer just in case. Students interview a partner and record their answers in the circle. | Worksheet complete (you won't get to this point in a 50 min lesson) | Timezone 3: P.78-79 | https://docs.google.com/document/d/1GVxH3nU2JcvfZXbCWZBwSnx-5Rd3hIGfrEAgIKlqunE/edit?usp=drivesdk | https://drive.google.com/file/d/10SzJTA4USvi1Nmqzq-7ibkWcS4eQEx_y/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-26 | Time Zones 3 Unit 3 Permission | Kim Stahl | JHS3 | Listening, Speaking | CAN | The teacher should be aware of the rules in the school, and public places. Prep time is 20 minutes. | The teacher will introduce the imperative form of can and have to. | The students will be able to answer questions using can and have to. | The teacher will introduce a variety of places such as school, home, the park. | The students will list activities they can and can"t do. | The teacher will assign a place and ask small groups to make a list of things they can and can"t do | The students will complete and present their list to the class. | https://docs.google.com/document/d/1yerLTU1Lfjy3gcxmfYxkSfGjg2HU3VxuIDYBbZYGfJA/edit?usp=drivesdk | https://drive.google.com/file/d/1oZJmCovF4kkQ8q1Wzt0klmut5QtL47l9/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-04-26 | SHS1 Session 4 (Unit 2 lesson 2) | Jennifer Willett | Stuart Dalziel also teaches this cohort | SHS1 | Listening, Speaking | Present perfect continuous (progressive) tense | Time Zones book 4, Time Zones 4 audio | Greet the class and elicit a few responses from them Ask a few students 'What have you been doing this week?' and 'How long have you been ~? elicit responses for just a few minutes | When Ss have warmed up and shared a few responses to the class | Improve pronunciation, use the pronunciation drills and quiz on pg 21 to practise weak forms of 'been' | When Ss have done activities A and B pg21 | students have practised freer conversation using the Present Perfect Progressive | Students complete communication activity C page 21 Students have 5m to prepare Students speak for around 10m | Ss develop fluency through playing a drilling game. Demonstrate with the JTE. Students play the Past Perfect Progressive game in pairs for about 10-15m. Students take turns in play and janken every time (janken win= move 2, janken loss= move 1) Students say a sentence using the prompt and completing it independently. E.g She's sad because... [she lost her pet dog] | When Ss have played the game for about 10m in pairs. | Ss apply their knowledge through free conversation | Ss talk to a few friends about their free time and activities they have been doing. They can talk about a family member if they have spoken a lot about themselves. | Time Zones 4 Unit 2 | https://docs.google.com/document/d/1eyPG2vmSMEG4zpo2x_-hr7Fwkkvki9tbyCt5z-1Oa8s/edit?usp=drivesdk | https://drive.google.com/file/d/1p_Y8FVmkRazfa8cMVSfGxo7AafKWTx8N/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-26 | Time Zones 4 Unit 1A | Alyssa Griffin | Claire Yates and Kim Stahl | SHS1 | Listening, Speaking, Reading, Writing | Gerunds | The teacher should be prepared to explain hobbies and interests. Prep time 15 minutes. | Introduce new vocabulary and grammar pertaining to hobbies. | Students can recognize and use the grammar and phrases pertaining to hobbies. | Introduce target grammar. | Students are able to use gerunds to describe their interests. | Identify vocabulary and apply target grammar. | Students are able to correctly complete the incomplete conversation. | https://docs.google.com/document/d/1DPIHEDlQqKOKZUlCMOTLtj-QLqKGpiGMfGe7H_Iclck/edit?usp=drivesdk | https://drive.google.com/file/d/1BGkMloWzCpy-lppASmF12cY-6psTfgFI/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-04-26 | World English Unit 2A | Alyssa Griffin | Claire Yates and Kim Stahl | SHS1 | Listening, Speaking, Pronunciation, Grammar | Present simple tense | Prepositions of time | The teacher should be prepared to explain daily activities and time expressions. The prep time is 15 minutes. | Introduce vocabulary for daily activities | Students are able to recognize and understand daily activity vocabulary. | Introduce words of sequence, and make adaily schedule. | Students are able to share their daily routines in pairs. | Introduce the simple present tense. | Students can use the simple present tense to talk about their days in detail. Including prepositions of time. | Conversation practice using the simple present and time expressions. | Students are able to use the model conversation to create a original conversation with other students. | https://docs.google.com/document/d/1q4Bbzex83cLkwA6QEgDnTCcuOpMM1Ra2ufLVlBaFiUA/edit?usp=drivesdk | https://drive.google.com/file/d/1KAEo4pYKzRiVOVHDRYLV6b1JHToObywA/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-26 | Keynote 3A What do you do? | Kim Stahl | Claire yates and Alyssa Griffin | SHS3 | Listening, Speaking, Pronunciation | OTHER | The use of be like, like, would like. | The teacher should be prepared to explain different occupations. Prep time 20 minutes. | Introduce job vocabulary and check definitions. | Students are able to name and describe different jobs. | Explain job categories | Students are able to identify and categorize different occupations. Students will then discuss their findings. | Speaking about job conditions and benifits and disadvantages. | The students are able to discuss the benifits and disadvantages of certain jobs. | https://docs.google.com/document/d/1HySaAIphFqvv3nBdZsf_AI8mQfTzk7VZmVRZ0HTmBZo/edit?usp=drivesdk | https://drive.google.com/file/d/1oyS8v8EE7UX_QJf3UT58_DT9nlNf_nbA/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-04-26 | Keynote Unit 5A Its the latest thing. | Kim Stahl | Claire Yates and Alyssa Griffin | SHS3 | Listening, Speaking, Reading, Vocabulary | Quantifiers (e.g. some, many, much, any, few, little) | The teacher should be prepared to explain opposites and different forms of technology. Prep time is 20 mins and additional research time. | Check vocabulary and the synomyms and antonyms presented in the text. | Students can identify and use adjectives and their opposites. | Ranking importance , and identifying current technology. | Students are able to rank the importance of their devices and share that information with their classmates. | Speaking about devices and introducing quantifiers. | Students become able to discuss the useability of their devices. | https://docs.google.com/document/d/1Cx3N52GgaDm_oD2QoG8LL65Rbv0sFlh2AtMJdGMXJQM/edit?usp=drivesdk | https://drive.google.com/file/d/1VtHUfos6NhGUay_pBajmYWvJUx3jj9Mg/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-04-26 | JHS2 lesson 4 | Jennifer Willett | Also taught by Joshua Brougham | JHS2 | Listening, Speaking | Comparison: Comparative adjectives and structures | As~as~/not as~as~ | TBD | https://drive.google.com/open?id=1vypKR77Ixwheltp7PGwaFZo89vWYEZ2CpNWWGY5n4e0, https://drive.google.com/open?id=1ntlb-PeQEjt_5gi2bzoEt4TLsIKB2vwnI5_G3NzATa0, https://drive.google.com/open?id=1dH55Ik_TX32RP0y6DiQCbSEbcmKY_6IIAOv7H23szpA | Warm up speaking | S share hw from last class if set (comparing students from last week's interview activity), alternatively they use the interview sheet from the last class and chat in pairs comparing several students' height, shoe size etc. | As~as listening quiz | Students practise active listening through a quiz activity: Use the dialogue in the attached handout with the JTE (adjust as appropriate if you're not from London) and get Ss to do the attached listeneing quiz. Go through the dialogue twice at a fairly slow but natural speed. Ask Ss to use as~as~/not as~ as~ answers when they can, JTE should clarify grammar if necessary at this point. | Ss practise producing target language with a drilling game. Ss play connect 4, using the attached sheet, in pairs and use the adjectives to compare 2 nouns of their choice. | When Ss have all practised and common errors have been corrected. | Students practise free conversation: Students are asked to consolidate their learning by talking in pairs about topics chosen by the teacher and using comparative and superlative structures studied in sessions 2, 3 and 4. Every few minutes the teacher stops the class, asks a pair or two to feed back, then introduces a new topic. While Ss are talking both teachers circulate and support students. | Ss can use comparative and superlative structres with reasonable accuracy and fluency, in the correct context. | Topics for free conversation: Talk about school subjects. Talk about teachers Talk about foods Talk about your family Talk about animals Talk about sports | https://docs.google.com/document/d/1Yp_1v_N2d7sYf0eb_vCKGZjU9uwPqnMfU6hlnV71a1I/edit?usp=drivesdk | https://drive.google.com/file/d/1nR4tvTCAATKcANKFAGCaf9fdL_mDiMhx/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-26 | Introductory Lesson | Kim | Claire and Alyssa | SHS3, Tokushin Course | Listening | OTHER | NONE | In this introductory the prep time was 30 mins | Teacher self introduction. | Students listen and comphrehend. | Students self introduction. | Students become comfortable speaking in a class setting. | Set rules and expectations. | Students understand goals for the year. | https://docs.google.com/document/d/1eKY17I4K0ZyZt9qIop166Rv2WtzoC_lx1fTvPR0b7Kc/edit?usp=drivesdk | https://drive.google.com/file/d/1c0KkxPwBaBLSlzIZVXQULG03vwrhHTem/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-04-26 | I love making jewelry! | Claire Yates | SHS1 | Listening, Speaking, Reading | Gerunds | Textbook, CD and CD player or listening script. | Grammar review | Students have an understanding of the grammar structure | Make sure students note that they must use verb +infinitive or verb + Ing | Grammar practice | Students have had a chance to practice the target grammar | Use Q and A to have students practice the target grammar. Do choral repeats so that all students have an opportunity to practice speaking | Vocabulary and reading practice | Students have practiced the vocab. and used it within context | Choral repeats then check for meaning. Have students read and use the vocab in the conversation on pg. 9, check answers. Follow up with comprehension questions using the grammar structure ex. “Does Paulo like singing?” | Listening for meaning | Students understand meaning through listening for key phrases. | Use the listening activity on page 9. Have students mark the feeling the two people have about each subject. Make sure students know they have to listen for key words describing each feeling. | Conversation practice | Students use the target grammar in conversation with their peers | Use the topics from before to have students interview each other in pairs. Encourage them to use the new phrases “I can’t stand it” “I don’t mind it” instead of only yes or no. Follow up by asking students to present for the class. | Time zones 4, unit 1, pages 8 and 9 | https://docs.google.com/document/d/1pClMFSVceuq33hVhm8UOKjRL6G70Cb_1lAMuOoN0xJg/edit?usp=drivesdk | https://drive.google.com/file/d/1PBLBak_93UFKwBF0zf47cwVQ0E_knH2i/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-04-26 | NT1 L3 Communication (Time) | Joshua Brougham | JHS1 | Listening, Speaking, Pronunciation, Reading | Ensure students can count to 99, while contrasting examples like "ninety" and "nineteen" for practice with pronunciation. | Questions: WH questions | "What time is it/do you...?" | Time | N/A | Dialogue | Students can ask each other "What time is it (now)?" and respond with "It's ( ) o'clock." | Repeat the dialogue once without students repeating, and then slowly once more with students echoing each line. Students should be paired together and ask each other the questions from "Important Expression 1" twice for roughly 1 minute. | Verb Practice | Students should be able to understand and repeat the three verb phrases provided in the book, paired with the question and answer from "Important Expression 2." | Using "Important Expression 2" as a reference, the AET will explain the similarities between the question and answer, and review (or introduce for certain students) verb phrases listed on the same page. A distinction should be made that "7:00 o'clock" sounds natural, but "7:30 o'clock" does not. Students will practice and repeat the examples given, then find three friends to ask three different questions using the three different verb phrases, "go to school," "get up," and "go to bed." If a notebook, memo, or scratch paper is available, students should record their results with the phrase, time, and name of each student they interviewed. | Clock Game | Students should be able to read the analog clocks and ask/answer the questions provided in the "Activity Plus" section on page 49. | Using the board as a reference for practice times to be read aloud, "in the morning," "in the afternoon," and "in the evening," should be reviewed with the classroom. Paired with any given time, a complete sentence like "It's ( ) in the morning," can be echoed by the classroom. A distinction should be made by the AET that the "in" from "What time is it in...?" and the "in" from "It's ( ) in the..." serve two different functions. A dice will be used to pass question and answer around the room, with a final review of the content clearing whatever time remains. | NT1 Page 49 | https://docs.google.com/document/d/1YTQM0LJsJBiW2IqkTWGX1RuxGboidhNpoC2ZznapX74/edit?usp=drivesdk | https://drive.google.com/file/d/15YutFoNpbWIZ5ua6Gq7yhiUK6bmEUvQP/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-04-25 | Directions | Brandon Lindsay | JHS2 | Speaking, Reading | OTHER | Imperatives | Directions | Bring textbook | Reading shadowing | Student understand and can say dialogue | * Read through texbook, shadowing * Japanese translation or explanation if necessary | Pair practice | Students are comfortable saying the dialogue | * Students form pairs and read the dialogue before switching * Students do this three times * Call on a couple pairs to demonstrate in front of class | Creative dialogue creation | Students can correctly use the language with their own ideas | * Students make an original situation * Students form pairs, then run through the situation with their partners * Students write the new dialogue in their notebooks | New Crown 2, p. 10 | https://docs.google.com/document/d/1J39n4v-uGGEf7dN69Ax4-QkunQSfLDSLtYJnncGG3Vg/edit?usp=drivesdk | https://drive.google.com/file/d/1NjY0_DAWFMSZgH0LagBRPc_HNXQuccBw/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-25 | Vivid English U1L1 Spelling Race & Grammar Partner Matching | Samuel Chad Darbouze | SHS2 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | OTHER | Vivid English - U1L1 - Vocabulary & Grammar Worksheet; Cut out Partner Matching Cards (optional) | https://drive.google.com/open?id=1qCbpi-ZCCzHQ0UieRGjt9l1MCleEd9KJ | Vocab Review | T and Ss have reviewed and spelled each of the vocabulary items. | Ss receive a Spelling Practice worksheet. T reviews vocabulary orally with Ss. Ss fold worksheet along dotted line and try to spell vocabulary from memory. Ss will write the vocabulary words in the right order (easy words), or write the missing letters (more difficult words). T can check the spelling with Ss either one by one, or let Ss finish the worksheet and check the spelling for all the words. | Spelling Race | Ss have spelled each word. | T assigns each row of Ss a number. The T gives the Ss a vocabulary word to spell out loud. The first S in the row stands up, says the first letter. The next student stands up, says the next letter, and so on. The T can use a timer to test the Ss spelling speed, like a race; if a S makes a mistake, the T can have the row sit down, or they can give them a one second penalty. | Grammar Partner Matching | Ss have written a number of sentences after pairing with Ss who have the correct grammar. | Students receive a Grammar Practice worksheet. They will read the Japanese sentence, and then use the words in parenthesis to make an English sentence. T can check with Ss after each sentence, or check after Ss complete the whole worksheet. Next, Ss will receive cards, cut out by T. Ss will find a partner to make a combination using correct grammar, read their sentence aloud to a T, and then write the sentence on their worksheet. | Vivid English Communication 2 | https://docs.google.com/document/d/1jFuba9eafpNst5uiiI48NSdM-vtYOD3DgCoRWfjVqI8/edit?usp=drivesdk | https://drive.google.com/file/d/1Zx20X9c8qGPBzve01cKDYnkKXsMg8T-u/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-04-24 | Finding your way around town | Jason Packman, Brandon Linsday | JHS2 | Listening, Speaking | Prepositions of place | Verbs: Action verbs | main point is to remember the names of buildings, though | just print stuff out, 10 minutes if you are good at the printer | https://drive.google.com/open?id=1954SYWkvIgRnxurX3WmZO4ZpybBz4z4b, https://drive.google.com/open?id=1gJ3PAzRQKENDbtbGy7YcJP27QZ8xCePj, https://drive.google.com/open?id=11hQ0X6Gsh5uJvqsPwndtI2CJo8LRBJ-H, https://drive.google.com/open?id=1nNsCqYO5L2VHOrwA8-oR_kc-Ibuu8Tmh | Check homework/notebooks/etc | T checks that students have done the homework and have a notebook and textbooks | T asks students if they have done the homework, pass out the homework answer sheet to everyone, asks about notebook, shows where to put the homework in the notebook, etc. | Review building names | Students can connect what they do at places with the places themselves. | T reviews building names by having a quiz. Where can I see art? S answer the museum. Repeat for shopping mall, school, movie theater, convenience store, library, gym, amusement park,, restaurant, coffee shop, shopping mall, | Review participle of place | S express a basic understanding of participles of place | Have S open the book to page 52. Have them look at the simple map. Ask where is the swimming pool, elicit next to the shopping mall. Continue for more prepositions, including behind, in front of, next to, between, across from. Elcit more from students if possible using maps on the board | S find places on a map | S can tell their classmates where things are on a map | T draws a map on the board and writes the model dialog. "I want to buy a coffee where is the coffee shop." "The coffee shop is next to the bic camera" T reviews this dialog with the class. Then T divide S into A and B. As sit in one row. Bs sit in another row. T gives A students the A map and B students the B map. Then teacher makes pairs. T gives pair x minute to finish one conversation each -- A taking the lead the first time and b taking the lead. Then after time is up change pairs. then repeat three times with time interval becoming shorter and shorter! If time remains, give s a second map, the opposite of what they did before, and then have them do a mingle session. | what are you doing for golden week | bell rings | ask kids about their golden week plans | Get aheard pg 52 | https://docs.google.com/document/d/19m6Zk-_p3OEJIDYQz5Y-AA3cOz0io7jdRoC98RVRzq8/edit?usp=drivesdk | https://drive.google.com/file/d/13KYXJg9O1trCFuz6EGeck5lUhcpZyDNx/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-04-24 | SHS3 Composition lesson 3 2018-19 | Jennifer Willett | Stuart Dalziel, Joshua Brougham | SHS3 | Writing | Thesis statement writing | Timed essay writing | NONE | Composition warm up problem #3, Assignment C, Defining your thesis handout | Warm up: Ss spend 3m on the warm up problem to develop writing a large volume at speed.•'Describe a situation where you had to make a difficult decision.' (50-75 words, 5m) | Ss have completed the problem, switched with a peer and given verbal feedback about their peer's answer for 3m | Ss should use the TIMED WRITING TRACKER in their handbook to log their writing speed | Introduce the theme: Distribute the 'Defining your Thesis' handout | Students understand what a thesis statement is and how to write one | •Introduce the theme: thesis statements 5-7m •Distribute the 'Defining your Thesis' handout •Define what a thesis is and using the table analogy explain how it is different from the Point in PEE: •'The thesis statement is the sentence that states the main idea of a writing assignment and helps control the ideas within the paper. It is not merely a topic. It often reflects an opinion or judgment that a writer has made about a reading or personal experience.' •The P in PEE is the topic sentence, it is narrow in scope, it conveys just a part of your whole argument in detail. N.B: PEE is the next lesson topic and will be covered in detail in sessions 4 & 5 Thesis example: “There are several ways for students to improve their study habits.” Topic sentence examples: 1. Studying in a quiet environment helps students improve their study habits. 2. If students pay attention in class they will study more effectively. 3. Students who manage their time well are likely to succeed •Run through the other main information contained in the handout, what a good thesis has, where you put it etc •Ask Ss to underline the thesis in the introduction from the model essay and check with the class. 2-3m •Ss work with a partner to write an example thesis statements N.B. FLEXIBLE TIMING: if you have fallen behind, just do one or two problems here, if you’re ahead you can try more problems 10m •Use the sheet with 5 essay problems •1. Should homework be banned in the school vacations? •2. How does littering affect the environment? •3. What would your ideal university be like? •4. Which discipline practices commonly used in Japanese schools are effective? •5. Is social media a more positive or more negative influence on young people? •Students work together to come up with a thesis statement for each problem fairly quickly (I had in mind probably a minute or two for each problem when this activity was designed) •Give feedback as a class and emphasise there should be TOPIC CLAIM REASONS in every statement. | •Ss critique each other’s drafts- make sure you allow enough time for this- 10-15m | •Ss should read their partner’s draft essay homework and provide feedback. | •They should look for the thesis, if they can't find one, they should work in pairs to create a thesis. | •Students are given the HW and | teachers make sure they understand the assignment. (5m) | •Homework assignment B FINAL •Homework assignment C DRAFT | https://docs.google.com/document/d/1DQj6vjgRgs__zrqkkFsHvC2_C05J_JqLnOcuZWCCB48/edit?usp=drivesdk | https://drive.google.com/file/d/17dxuS-Jq65QtcM0VKrNWcqiDCjKwU-1T/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-04-24 | Communication 1 | Adam & Necole | Necole & Adam | JHS1 | Speaking, Reading | Speaking | OTHER | Introductions | Introductions | New Treasure pg 24 | Read communication page as a class. Read one part and students read other. swap. Read in pairs. Read in front of class. | Students are ready to read in front of class. | This lesson is a request from the English teachers | There will be time to rehearse other conversations. Please see pages 18, 20 & 22. | students have rehearsed and performed | Additional pages have been completed in class but students have likely only rehearsed them as a whole class rather than in pairs or in front of the group. | Some groups need to complete self intro handout reading. | all students have read self introduction and rehearsed various dialogues. | New Treasure Stage 1 second edition lesson 1 page 24. | https://docs.google.com/document/d/1EKo95bG7Q1ELZfBGewivyioclkb2FznQPHWjodkD2dc/edit?usp=drivesdk | https://drive.google.com/file/d/112s6gOXqXp10oYh9CHIQFHemD6fquLFR/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-04-24 | Preference Bingo (24 questions) | Necole | Adam | JHS3 | Listening, Speaking, Writing | Questions: WH questions | Preferences, Favorite Things | ***No prep is needed if game isn't amended. Make bingo card or print template, make preference questions and PowerPoint as a supplement to show pictures for lower levels or for added fun. | https://drive.google.com/open?id=1m5Qcb9jI3L9yBAcCOqApGo1okaf71JxP, https://drive.google.com/open?id=1m5ogR8iD8dQNKvav3HdLFiVFIQ4VLYmz | Warm up by asking the class a few "which" question. For example: Which do you like coffee or tea? | When several students have answered the questions. | 1. Pass out 5x5 bingo cards. | When each student has a card. | FILL UP BINGO CARD: Explain to students that the middle square is FREE. Teacher asks 24 "which" questions. Students write their answer (preference) in ANY square. | When all 24 questions have been asked. | The 24 questions are on the attached PowerPoint and can be changed depending on the class personality. This game is designed to ask students 24 "which" questions. The game can be shortened by using a smaller bingo card and asking fewer questions. | Play BINGO: Pick random students to answer the previous questions. For example: "Student 1, which do you like, pancakes or crepes?" If she/he answers crepes, then all students who have the same answer and cross off that square. | Ask all 24 questions. | Teacher can set game rules/prizes. For example, students with the first bingo can get a sticker; or student with the most bingo's... etc.. | If there is time left at the end, have the students turn their bingo cards over and write a few "which" questions of their own. | Students interview their partner or go around the class and interview several students. | https://docs.google.com/document/d/18VGSAFo2L4wGJwa1dLj0BF5-qgsQJJkrxp-NMFR-VUE/edit?usp=drivesdk | https://drive.google.com/file/d/1yJxq8l0c9TuyyNYp4PDP16aMRtl2QJbt/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-04-24 | I'm taking six classes | Alvaro Leiva | SHS1 | Listening, Speaking, Reading, Writing | Present continuous (progressive) tense | Present simple tense | Education | Less than one hour. Need to prepare materials to present grammar point for other uses aside from the textbook. CD player to play dialogue from textbook, and optional worksheets for extra practice. | Students match words with pictures | All students have finished. | Section 1 of the book has students match the vocabulary with pictures. Teacher may have to explain each vocabulary to the students, and bring any additional pictures to provide visual details for each vocab. Also having students repeat each word might help. Afterwards, check answers with students. Pair work will help students who are having a hard time understanding or lagging behind. | Students fill in the chart with vocabulary words | All students have finished. | Once students have finished, they can check with a partner. | Students listen to dialogue in part 2, answer the question | All students or all pairs have given an answer | Either students can listen to the CD player or have student pairs act out the dialogue. | Students complete the fill in the blanks on Section 3 | All students have finished. | Explaining the grammar in detail helps the students understand the fill in the blanks section. For low level students, pictures and additional examples will help ensure everybody understands the grammar clearly. Additional worksheets may be useful as well. | Students check the answer from fill in the blanks in pairs. | All pairs have finished. | If the teacher wants, students may stand up and read out the answers in pairs. | Students work in pairs asking each other questions, giving out their own original answers | All students have asked and answered all questions. | Optional; have pairs standing up in front of the class and have them act out. | Four Corners, Lv 3, Unit 1, Section A, pg 4-5 | https://docs.google.com/document/d/14iBNWO4-hL1Bw9_6sZ7Tp2LQp_QUZ1RhnJNkKbs5vks/edit?usp=drivesdk | https://drive.google.com/file/d/15D3jWDfWCu4pgoy2hpIAfliC_VcyhZX-/view?usp=drivesdk | ||||||||||||||||||||
| 2018-04-23 | About Yourself Part 1 | James Modlin | JHS1 | Listening, Reading, Writing, Grammar | Questions and short answers | 10 minutes; handouts for students | Greet the students. | It's only the second class for the new middle schoolers. Establish a beginning of the lesson routine. | Pass out the handouts. | When the students have answered the questions. Depending on their level, this might take the whole class. Therefore we will continue the same lesson next time. | Collect the handouts. | Once you've collected the handouts. We'll use them again next time. | https://docs.google.com/document/d/1kuYzq57ANOEsmM_nhZQfR1qWlQUb5FP_hnZzvV5dkSU/edit?usp=drivesdk | https://drive.google.com/file/d/1XZA2v29U8ssVa87lC53np7_k5sqF05EL/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-04-23 | About Yourself | James Modlin | JHS2, JHS3, SHS1, SHS2, SHS3 | Speaking, Reading, Writing, Grammar | Questions and short answers | 10-15 minutes; blank A4 paper; question handouts; one A4 paper with six things about the teacher drawn on it | Distribute the handouts to the students. Go over the questions with them and help them with their answers (if necessary). | Students have completed the handout. | Pass out the blank A4 paper, one sheet per person. | Show your drawings and tell them to now draw six pictures about themselves based on their answers on the handout they just completed. They can choose any six things they like. | Students pair up and describe their drawings to each other. | Once they've met several of their classmates and described themselves. | https://docs.google.com/document/d/14K00O4cMQxzAMylzQZ7p-t80O_IqTyUkw9plK3ZSMDI/edit?usp=drivesdk | https://drive.google.com/file/d/16mDccV7ff25uVtfBiGmbg3lATDR_6IB-/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2018-04-23 | Have you ever been to a festival? | Stuart Dalziel | JHS3 | Listening, Speaking, Reading, Grammar | Present perfect tenses | OTHER | Vocab connected with countries and their festivals | Print associated worksheets. | https://drive.google.com/open?id=1tYHc46ft7mMNnioDbrEo6JQ1pDVT1b3j, https://drive.google.com/open?id=1Bz67X4tvRWaBy-AQsWuqeHDwkVLCQ9mm, https://drive.google.com/open?id=1Hb1xSY34rfzRoUqJv2jOxbCm21TmvIzj | Incidental introduction to grammar and vocab focus. Students try to come up with as many Japanese festivals as possible (given chalk). Then explain them. Then same for as many non Japanese festivals as they know. Teacher introduces some from their home country or that they have experienced in other countries. Target form “I have + participle” casually introduced. Do not erase boardwork at end of this stage, it will be used later. | Students have exhausted own ideas and teacher has offered a few using target form. | Stage 2 – Countries and their festivalsP.77 Listening A set up and given – match the country to the festival.“Which country is it?” worksheet given. For non ST classes, clues / vocab definitions can be given as appropriate. Communicative collaboration in English is encouraged “I think it is England because…” | Students have all completed listening and work sheet. Answers have been checked as a group. | Answers: Sonkran -Thailand Haj – Saudi Arabia The Rocket War – Greece The Running of the Bulls – Mexico Cheese Rolling - UK | Dialogue drill and grammar breakdown: P.78 Comic strip choral drilled. Grammar point (Pres P for past experiences) then broken down on board with aid of box on bottom of P.78. A timeline from birth to now is very useful in getting this point across to low level learners. For non ST classes, it may be easier to stick with the verb “to be” only for this class. Please also adjust the amount of meta language used for ST or non ST classes. Stress that past participle forms must be used, and for ST classes the pronoun subject can also be altered to demonstrate the impact on the auxiliary verb “have”.As a comprehension check, please survey the students on whether or not they have participated in any of the festivals listed on the board or prior worksheet. | Target grammar has not only been taught but comprehension checked. | Stage 4 Grammar Consolidation / Expressive activity: Here, a couple of different variations of the “I have / I have never” game can be employed.1: Ss stand up. T lists things he / she has never done (places he/she has never been for non ST classes). If a student has done that thing / been to that place they sit down. Continue until all students have sat down then choose a Student to take on the teacher’s role and repeat.2. Two truths and a lie: Students split into 2 teams. One student from each team lists 3 things they have done. However one is a lie. Rival team must guess which item is not true to score a point.3. Students split into teams. A member of their team is chosen and must say something they have / have never done (place the have been or not been non ST). If they do so correctly their team remains alive. Keep going until there is a winner / all students have spoken. | Bell rings! Switch between the different activity ideas if one runs dry before the end of class. | Time Zones 3 P.76-78 | https://docs.google.com/document/d/1XXKT7xWO9EaX_QKy19c7uJvkihuefppQQVmiJDjXgd8/edit?usp=drivesdk | https://drive.google.com/file/d/1YoYKmlgbD29yARNakQFizg-NA_Ohe9sc/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-04-23 | Hobby presentation | Brandon Lindsay | SHS1 | Listening, Reading, Writing | Present simple tense | Hobbies | Bring textbooks and perhaps practice script | Reading | Textbook selection has been read | * go over vocab words * read sections 1 and 2 of lesson 1, changing readers every sentence. Correct for pronunciation as needed. | Listening practice | Students comprehend material | * go over listening section * have students look at the pictures * read the script once or twice (perhaps varying speed), giving time to select answers * go over pronunciation in the Listening Aid * read one word for each problem in the Check section | Presentation prep | Students understand writing must be finished before next class | * Introduce topic, including kinds of information to include and parameters (6-10 sentences, about 1 minute) * Demonstrate an example presentation and provide prompt questions * Students write presentations, teacher checks * Teachers who haven't finished understand it must be finished as homework | https://docs.google.com/document/d/1kppV6aF8oUmVFlSqR4EUI085E6vB090G5pftCDaXrY0/edit?usp=drivesdk | https://drive.google.com/file/d/14G7r_qJ0maHHHfKxH3Rnlg7eOBnRtgU1/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-23 | SHS1 Unit 2 Lesson 1 2019-19 | Jennifer Willett | Stuart Dalziel also teaches this lesson | SHS1 | Listening, Speaking | Present perfect continuous (progressive) tense | How long have you been [doing hobby]? | Time Zones 4 | Warm up reviewing gerunds and introducing the present perfect progressive tense (ppp tense). Model a conversation with the JTE and get S to have a similar conversation in pairs. 'What do you like doing in your free time?' 'How long have you been ~?' | S understand when the grammar is used in context and have had a brief conversation in pairs about how long they've been doing it. | Sleeping and eating aren't hobbies- don't let S use them in their conversations. | Practise listening: Activities A and B pg 17, check new vocabulary and drill verbally, do activities A and B and check responses. | Students understand the vocab/tasks and have completed A and B | Practise target language: drill the ppp tense with S, using pg18 Language focus. Get JTE to emphasise when to use it and the difference between similar tenses | When S have drilled the target language | When S have practised the target language using a verbal drilling game. students play the Killer Game: Students close their eyes and the teacher pats two students on the shoulder silently. These students must say nothing about their selection, they will be the 'killers'. Students stand up and walk around, they ask their classmates: A:What do you enjoy doing in your free time? B: I enjoy ...ing. A: How long have you been ...ing? B: I have been ...ing for ~ years./Since I was ~ years old./Since 2008 etc. Both students sign their partner's notebook. (the students with the most signatures, before the killers get them, win) When both parties have done the conversation they part ways with a handshake. The killers will give a light but definite scratch on the palm of anyone they converse with. Anyone scratched must sit down and is out of the game. Students that sit down need to have a task to do, so they're not wasting lesson time: C and D on page 19, then reading page 23, set an alternate task if preferred. | When S have drilled the patterns a lot and the 'killers' have been discovered. | Time Zones 4 pg17-18 | https://docs.google.com/document/d/1-VKozoM5LvKshC0soSu9hE9REIy9rda2IW4tXy6wpzQ/edit?usp=drivesdk | https://drive.google.com/file/d/1Ix8_kabN1wPdv1FeXTDs-XPiH9eD_8ml/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-23 | SHS1 Unit1 Lesson2 2018-19 | Jennifer Willett | Stuart Dalziel also teaches this lesson | SHS1 | Speaking | Gerunds | Hobbies/free time activities | Time Zones book 4 and audio materials | Ask a few students 'What do you enjoy doing in your free time?' and elicit responses from their homework Demonstrate a short conversation with the JTE Students share their homework in pairs or small groups Their friends should try to ask questions for more detail or to clarify points afterwards | TAWBEC when I have greeted the class and elicited a few responses from them | Review gerunds verbally | TAWBEC when students have reviewed the target language Language focus page 8 | Students complete the communication interview speaking activity on page 11 | TAWBEC, if time, when students have further practised the target language | develop accuracy using the target language Introduce activities C and D page 9 | When students have fed back as a class, check answers | Practise pronunciation | TAWBEC, if there is time, when students have practised pronunciation Students complete pronunciation activities A and B on page 11 | play criss cross using the target language | TAWBEC, if there is time, when students have practised further by playing criss cross using the target language | Time Zones book 4 pg8-11 | https://docs.google.com/document/d/1jd8bpTL_UwsAu3GeymeyUETMX-aKc4RwnOF5qCsQVfw/edit?usp=drivesdk | https://drive.google.com/file/d/1w0j75Scsyltvk5tNP0lz7qOPqXT_mL2j/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-04-22 | Self-intro | Brandon Lindsay | JHS1 | Speaking, Writing | Present simple tense | Self-introduction | 10 minutes for lesson flow only | Students write self intro | All students write self-intro | * Teacher demonstrates self-intro using structure (My name is, I'm from, I like) * Students shadow structure, teacher goes over pronunciation points * Students write their own | Practice, pair read | All students have read intro to one other student | * Teacher checks each student individually for pronunciation * Once finished, all students read intro to one partner | General English game | Class is finished or activity has achieved peak effectiveness | * For example, category game. Teacher writes a category on the board, brainstorm for demonstration * Students stand up, go around the room, saying one word in the category * If unable, sit down and change category | https://docs.google.com/document/d/1UzJok8zzqKUc6mol7j2l3M3lCFirO3AYLnhx5PU3Rcs/edit?usp=drivesdk | https://drive.google.com/file/d/1O_ow2aRml9vvLCBYx0uQxCIJ0kjurvsl/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-22 | Comparatives- As....As pt2 | Leigh Bitossi | JHS2 | Listening, Speaking, Grammar | Comparisons: AS or THAN | Textbook only. | https://drive.google.com/open?id=1gXVwfEqVjplyt5GI2z4o7z1Hu8tevsDl | Warm-up | When students can make several sentences about others using the "as....as/not as....as" construct. | Like last week, compare pairs of students in varying aspects like, age, height, hair length, anything you can think of. As a class, make sentences together on these pairs and aspects. | Pair Work. Comparing skills. | When students have chosen a character for the play and used the target language to explain why. | Page 3's activity contains two actors vying for a part in the school play. Their attributes and skills are listed. In pairs, use the sample conversation as a guide to choosing who gets the part and why. As a class, take a vote on who gets the part, why? If the class are up to it, introduce them to explaining their reasons with "because..." | Pair Work. Choose a holiday location | When students have chosen a holiday location and used the target language to explain why. | Same as the previous activity. | https://docs.google.com/document/d/13d0kp9jqNrc9hlXlPNth-i6kzRfyCh7Hrhc6PIZnvc0/edit?usp=drivesdk | https://drive.google.com/file/d/1JdCP0I9UozK1m1RS06QJOOZBlO1Ee3bT/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-22 | Introducing Personal and Demonstrative Pronouns. | Leigh Bitossi | JHS1 | Speaking, Grammar | Pronouns: THIS, THAT, THESE, THOSE (demonstratives) | Pronouns: Possessive pronouns | Not much. Just the textbook needed. | https://drive.google.com/open?id=18A3V1V54JfqRznZox0XDg8TbXuQkBtEh, https://drive.google.com/open?id=1HJrMbcs4UNYp0SeNBZltMPUCFwSQhova | Warm-up | When students can answer, "how are you?" with an honest, more varied, answer like they did last week. | Call on random students and ask them to answer the question honestly. Make it clear that just answering, "I'm fine, thank you." isn't an option. | This, That, My, Your | When students can identify the correct pronoun for demonstratives and possession/finish the example questions in the text. | Demonstrate this, that, by pointing out objects in the room and asking, What's this/What's that? Similarly, with my & your. Ask students, "Is this your book etc? Finish the questions as a class on pages 2 & 3. | Pair work. | When students can ask each other about their possessions/family/house etc | Pages 4 & 5 in the textbook are pair "challenges" where the students have to ask each other things like, "is this your brother?" "is that your....?" The book's scenarios are things like a family photo, the things in your bag or on your desk etc. Drawing a basic picture of your family members could be possible here too. | New Treasures. 1A, Lesson 1-2, pages 2-5 | https://docs.google.com/document/d/1NDrDSbomffvJ_PlGLFxvbOxBjbwHajNrO0OsJJU2bFw/edit?usp=drivesdk | https://drive.google.com/file/d/1mHg-iQ86vYFlNpb4kq-9LS4jF1HoWArM/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-20 | JHS2 Lesson 1 -- Interrogatives past tense and Tasha | Peter Ackerly | SHS2 | Listenin and Response | Comparison: Comparative adjectives and structures | make mingling Cards. check tech hook up | https://drive.google.com/open?id=1gcw-MuplzdDj7JmQmDOIjIsTFuespCli | Action: Engage the Students | When all students eyes are on me and they are responding to my prompts | Counting Alphabet Monday tuesday January February Irregular Past Tense and Past participle Before moving on to the next action, I communicate my single rule ... "Sit down on Time." Use the video of Elijah (my son) scoring a goal in soccer to segue into the challenge of transforming into an interrogative. | Not-As Transformations | I have them at peak engagement with the challenge of prompting each other with a this pattern -- “tom is older than George” -- and eliciting this pattern -- “George is not as old as Tom.” | Scaffold using the slides on the screen, and eliciting the transformation and then enforcing correct rhythm, melody, and pronunciation. Use prompts on the screen to practice this, and then segue into getting them to do it aurally Set up the Mingling activity with the help of the japanese teacher. Each student gets a piece of paper with an “-ER or ...MORE” sentence on it. Pick a partner decide who goes first. When it’s your turn you read the -ER on your slip to your partner transforms it into a NOT AS Then your partner does the same in return. Trade cards Find new partners. In setting up the activity make it clear that you expect everyone to take as many partners as possible. Make it clear that partner means pairs -- no clusters of three or more. And make it clear that they are to read the prompt to each other. The person receiving the prompt is not allowed to read the prompt. And as the activity is running, police it by making sure that as pairs finish they split up to find new partners. | DISH SOAP | I have them at peak engagement with the challenge of prompting each other with questions about the story. | Use the slide show to tell the story and elicit details as you go. The slides are transformations that use content from the story. So you reinforce the challenge of interrogative transformations by reviewing the story. Pass out the text of the story. Read the text of the story together. Take out the tasha cards and ask some of the comprehension questions of the class Set up the Mingling activity with the help of the japanese teacher. Each student gets a piece of paper with a question about the stopry on it. Pick a partner decide who goes first. When it’s your turn you read the question to your partner Your partner replies with the answer Then your partner does the same in return. Trade cards Find new partners. In setting up the activity make it clear that you expect everyone to take as many partners as possible. Make it clear that partner means pairs -- no clusters of three or more. And make it clear that they are to read the prompt to each other. The person receiving the prompt is not allowed to read the prompt. And as the activity is running, police it by making sure that as pairs finish they split up to find new partners. | https://docs.google.com/document/d/1JAxAIESp3yyMAM5AamRnVPTbmbhlYCjGGfTHqTJEnOI/edit?usp=drivesdk | https://drive.google.com/file/d/1mf7hQer4LeR1dOK3z1ntEa3K0El4780S/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-20 | JHS2 Lesson 1 -- Interrogatives past tense and Tasha | Peter Ackerly | JHS2 | Listening and Response | The primary thing that I am seeking to establish is the habit of hearing a prompt and responding to it. This is framed by a couple grammar points and a story, but mastering those is not the real objective. | Questions: Yes or No questions | Questions: WH questions | We are playing around with the past tense as well. | Make sure the technology hook up is going to work. Print, cut and shuffle the mingling cards. Adapt whatever story you are going to use to the anticipated level of the students. | Tasha transformation mingle -- https://drive.google.com/open?id=18D6ZfCLCApL2AXxo_xUXhaKYObaIw68B75BXGd_5BPY; https://drive.google.com/open?id=1BbmoQlB1T3WHedu_ORlTyZapzTWfBW0Z (slide show); past-tense mingle: https://drive.google.com/open?id=1HvZG2T6eBfgXjVmHravTiZxJkL2-g4dEqmocv0p4N0k; Interrogative mingle -- https://drive.google.com/open?id=1mx1mjglvYXF7GyaBquq03PsGadh9ZA0juRyhc-u_pn0 | Engage the Students | When all students eyes are on me and they are responding to my prompts | Counting Alphabet Monday tuesday January February Irregular Past Tenses do - did go - went give - gave see - saw come - came run - ran take - took Before moving on to the next action, I communicate my single rule ... "Sit down on Time." | Interrogative transformations | I have them at peak engagement with the challenge of prompting each other with a declarative and eliciting an interrogative. | Start with unscrambling sentences from the screen, and eliciting and then enforcing correct rhythm, melody, and pronunciation. Use the video of Elijah (my son) scoring a goal in soccer to segue into the challenge of transforming into an interrogative. Use prompts on the screen to practice this, and then segue into getting them to do it aurally Set up the Mingling activity with the help of the japanese teacher. Each student gets a piece of paper with a declarative sentence on it. Pick a partner decide who goes first. When it’s your turn you read the declarative to your partner Your partner replies with an interrogative Then your partner does the same in return. Trade cards Find new partners. In setting up the activity make it clear that you expect everyone to take as many partners as possible. Make it clear that partner means pairs -- no clusters of three or more. And make it clear that they are to read the prompt to each other. The person receiving the prompt is not allowed to read the prompt. And as the activity is running, police it by making sure that as pairs finish they split up to find new partners. | Tasha and her puppies | I have them at peak engagement with the challenge of prompting each other with questions about the story. | Use the slide show to tell the story and elicit details as you go. The slides are transformations that use content from the story. So you reinforce the challenge of interrogative transformations by reviewing the story. Pass out the text of the story. Read the text of the story together. Take out the tasha cards and ask some of the comprehension questions of the class Set up the Mingling activity with the help of the japanese teacher. Each student gets a piece of paper with a declarative sentence on it. Pick a partner decide who goes first. When it’s your turn you read the declarative to your partner Your partner replies with an interrogative Then your partner does the same in return. Trade cards Find new partners. In setting up the activity make it clear that you expect everyone to take as many partners as possible. Make it clear that partner means pairs -- no clusters of three or more. And make it clear that they are to read the prompt to each other. The person receiving the prompt is not allowed to read the prompt. And as the activity is running, police it by making sure that as pairs finish they split up to find new partners. | Transforming into the past | I have them at peak engagement with the challenge of prompting each other with a present tense sentence and eliciting a pst tense sentence. | Start with unscrambling sentences from the screen, and eliciting and then enforcing correct rhythm, melody, and pronunciation. Use prompts on the screen to practice this, and then segue into getting them to do it aurally Set up the Mingling activity with the help of the japanese teacher. Each student gets a piece of paper with a present tense sentence on it. Pick a partner decide who goes first. When it’s your turn you read the present tense sentence to your partner Your partner replies with a past tense sentence Then your partner does the same in return. Trade cards Find new partners. In setting up the activity make it clear that you expect everyone to take as many partners as possible. Make it clear that partner means pairs -- no clusters of three or more. And make it clear that they are to read the prompt to each other. The person receiving the prompt is not allowed to read the prompt. And as the activity is running, police it by making sure that as pairs finish they split up to find new partners. | https://docs.google.com/document/d/1lflyTmhYggPzo61hD-ABWpjyiR7kHmoLBElGPgFVENc/edit?usp=drivesdk | https://drive.google.com/file/d/1mBR0wAiWKsWd5tUnrK9NFZx_d14lUpup/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-04-20 | Lesson 1 JHS1 Letters and Numbers and Preliminary Listening/Response | Peter Ackerly | JHS1 | Letters and Numbers and Listening and Response | Numbers: Cardinal numbers | OTHER | Giving the kids an experience of success. Getting a better sense of what the proficiency/discipline parameters are. The actual language being targeted was far, far subordinate as a concern. | All that is needed is the slideshow. Everything else arises from the interaction with the kids. | Slideshow link: https://drive.google.com/open?id=1VVs8Rb4K-UgVnq1FCqsqJg4Nxp_7wzBd | Engage the Students | When all students eyes are on me and they are responding to my prompts | The first slide is a "B" and using prompts on the slides, I elicit as many "B" words as I can From the kids. Then we try "H" Then I go through the numbers up to 12 If I sense that they might know a lot more than this, I pull out my ping pong balls and use those to take it further ... maybe also Monday, Tuesday, .... and January, February Before moving on to the next action, I communicate my single rule ... "Sit down on Time." | Listening-Response Check | When I have passed the point of peak engagement with this basic challenge of hearing and responding to the content of the videos in the slides. | The slideshow contains slides of basic English utterances. These are not expressions that I am actually teaching to them, but rather they are very commonly known English expressions, like "what's your name?" And the point is to get them realize that there is already some English that they know, and establish the paradigm of having them guess at what they are hearing without having it taught to them explicitly first. | Maximize the experience of success. | When each student has experienced maximal success with the language challenges that I throw at them. | This activity is mostly filler to the end of the class, but depending on what I feel the students are responding to, I want to find the appropriate level of language challenge and hit them with it again and again. If possible, draw from the language in the videos. But at the lower end, just returning to the things I was drilling at the beginning of class is good enough. Seek opportunities to improvise off of things that the students volunteers. Make note of where they seem to be so as to calibrate the content of future lessons. Make note of student behaviors and who the leaders and troublemakers are. | https://docs.google.com/document/d/1GwTbMF-iBZMOUpy6QiRDt4Qk8c1Zlfxohcce4uo6ge8/edit?usp=drivesdk | https://drive.google.com/file/d/1kpK5Fd-LXiN94CG-GvELHEPwaeMopC4k/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-20 | Comparative & Superlative introduction | Bryce | JHS2, JHS3, SHS1, SHS2 | Listening | Introducing Comparative & Superlative through stories as a listening quiz. | Listening, voting, and repeating the words taught through a simple quiz | Comparison (comparative and superlative) | Print Picture sheets to put on the black board & class sheets for students | https://drive.google.com/open?id=1LfDs_b4IBT_-CMtOVhdfrwayS1riOL5R, https://drive.google.com/open?id=1IJyioJ5U7JOKw6iIoGyWwkvwcoZNv7fl | Listening activity - spring vacation | understand the topic - comparative & superlative | Listening Quiz - about spring vacation | put the topic into action with a short listening quiz | Guessing Quiz - voting on which is either faster/slower/stronger/etc with sentences | Being able to use the topic in a sentence | https://docs.google.com/document/d/1-wWEstUP0PlBK1JcZd-m68U2dtWLur8TFz8UDZtfy10/edit?usp=drivesdk | https://drive.google.com/file/d/13zpx8au9YeKGC-2CBZtucx3GI_Op6ssj/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-04-19 | What will you do if it rains? | Jason Packman | Rebecca Mace, Naveen Bukhari | JHS2 | Listening, Speaking, Grammar | Conditionals | Nouns | print out worksheets, ready flashcards | https://drive.google.com/open?id=1nB_gSWoOe5W1p_9L8sWyogKRVjJ0GT3k, https://drive.google.com/open?id=1qqKMHLHASj1bbLp95VfV0PxhUslo04Hd, https://drive.google.com/open?id=18TS2Q5wvWuWrhTyU7tr3rxTxEubH2mwQ, https://drive.google.com/open?id=1dQvI6HFryeh8VKZeyxHwE1dt-I6AZfSo | Teacher Intro | S have learned a bit more about their T | T hands out the Teacher intro sheet. T has the students ask them the first question as a group, making sure they rework the question to be appropriate. Then teacher gives them a few seconds to think about/choose an answer. T then answers the questions. After doing that for each question, T then has a few S ask them them a question. | Practice dialog in the book | S can repeat what the T says with little problem | Tell S to open their books to Pg 22. T reads a line of the dialog. S repeat. T then explains the difference between Even and Odd, tells S that those with an Even student number are Paul and those with an Odd student number are Kumi. S then practice the conversation chorally. | Review the weather | S show understanding as to how to describe different types of weather | T passes out the handout and asks students to look at the different types of weather. T then takes a flashcard and asks How is the weather. WHen S says the correct answer, T writes it on the left side of the board with the corresponding number and letter from the worksheet, along with having everyone repeat the word to practice pronunciation. | S show understanding of different fun activities | S show understanding as to how to describe different types of fun activities | T passes out the handout and asks students to look at the different pictures of fun activities. T then asks S to look at the picture number one and asks the S what activity is it. When a student says an answer that makes sense, T writes it on the right side of the board with the corresponding number from the work sheet, along with having everyone repeat the phrase to help with memorization and pronunciation. | S practice the dialog | Random pairings of students can do the conversation at the bottom of the weather worksheet with little difficulty | T writes If it is to the left of the weather words on the board and then I in the middle of the board between the weather and activities vocabulary. T then asks students while pointing at the board, if it is rainy what do you do... when a students gives an appropriate answer, T practices with the students. T repeats a few times. T then drills the dialog at the bottom of the page with the whole class a few times. T puts students into pairs to practice. T has S change pairs two or three times. T then calls on a few students to stand up and do the dialog in front of the whole class while standing next to their seats. | https://docs.google.com/document/d/1N2_1Vm15upMXkRjSreAfrtWtOwz_HE8BdpIrlRHiAYU/edit?usp=drivesdk | https://drive.google.com/file/d/1UekZLju83LThvgr48q_v2VIJTfzTuQkV/view?usp=drivesdk | |||||||||||||||||||||||
| 2018-04-19 | Course Introduction | Scott Rosnick | SHS3 | Listening, Speaking | NONE | Course hopes and explanations | 15 minutes to make a notes-sheet for their classmates about themself | https://drive.google.com/open?id=1qTelEBrOmt4dVV0gghdhVh-S_S4gS9OQ | Meet students | Students know their teacher and vice versa | Because this is for 3rd year students, there's a good chance that most students will know most of the teachers. | Collect student info about their expectations for 3rd year EFFL | Teacher knows what students are trying to get out of the class, student knows what teacher wants to teach | This is a small class without other teachers, customizeable year to year, so it always pays to ask... Students answer 4 simple questions about their interaction with EFL3, taking minimal notes on a slip of paper. They explain their answers to their classmates, hand over their slip. Their classmate explains their partner's answer to a third student and hands over the slip of paper. 3rd student tells the teacher about the 1st student and hands the slip of paper to the teacher. | Level check writing ability | Students have written what they personally consider to be a complete answer to an open-ended essay-style question | Since I expect to be teaching academic writing (to an extent) I need to get a good sense of the starting level, to figure out just how low the bottom-floor is... Give the students a nice open ended question, "What's the most exciting scientific advance in the last 100 years" (or whatever) and don't guide them about the size or style of response beyond calling their response "an essay." | https://docs.google.com/document/d/1Lp5WL7vsEipHjhs6hUu-02cFCtpI1Z5Di-T3dlAKNVc/edit?usp=drivesdk | https://drive.google.com/file/d/1T26qEv0A1Bx27L7SW9E9amtHmMrY3h8J/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-04-19 | Spring Break Presentation | Brandon Lindsay | JHS2 | Speaking, Reading, Writing | Past simple tense | Spring break | Students will have begun writing in the previous lesson | Finish writing presentations | All students have finished writing | * Ensure all students have written their presentations * Check all student presentations for pronunciation | Presentations | All students have presented | * Demonstrate proper presentation style (clear voice, eye contact, posture, etc.) * Have students find partners three times and read their speech and listen to their partner's speech * Have each student present their speech in front of the class | Question crossfire game (if time) | Everyone sits down or lesson is over | * Have all students stand up * Ask questions about spring break to volunteers or choose a student * Anyone who answers can sit down, as well their row or column (their choice) | https://docs.google.com/document/d/17xaHlnoD-jm1Ov_h68bj57MoE-HWv7A14PgDqhOwBs4/edit?usp=drivesdk | https://drive.google.com/file/d/1D5P4p5kzNkrBBP6xBIjj4vwNfL092cHM/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-19 | Family Unit Part I -- Family Members | Jason Packman James Modlin | Brandon Lindsay | JHS1 | Listening, Speaking | Nouns | family member names | family | worksheets, textbooks | https://drive.google.com/open?id=1NswuceA2biIFK-GnKghjVBVDStgcIf4a, https://drive.google.com/open?id=1RLRhwz_jauTKoXhsI6mG_IkF-Hhr46l7, https://drive.google.com/open?id=1oLrgGiTA4aj4Dyse38k4J4re5viuPgGX | Students learn about what to call their family members | when students can listen and demonstrate they understand different family member names | * First have the students repeat the family vocabulary. * Next look at the example in exercise two. Do one or two more examples with the students before asking them to complete the rest on their own. Check answers shortly after. Check students' answers and call on those with the correct ones. * Exercise number three is listening. Preview the questions and instruct the students to listen for the keywords (in bold in the textbook). Play the CD twice and then check answers, again calling on students with the correct ones. * Teacher writes the family vocabulary from pg. 16 on the board twice. On one side for Team 1 and on the other side for Team 2. Demonstrate that the students have to circle the vocabulary word that is called. Then have one student from each team come up and call out a family member. The students must race to circle the correct one. The fastest person to circle the correct answer gets a point for their team. You can make it more challenging later on by asking them to circle two or three words. | Students describe Sazae-san's family | Students can recognize and identify the different family relationships in Sazae-san's family | * Pass out the Sazae-san handout with the vocab and pictures on it. Teacher asks the class "Who is number one?" Students should answer "It's Sazae-san." Teacher could also ask "Number one, what's her name?" Students should answer "Her name is Sazae-san." * Explain to Ss they will now compete with other groups for points. Ask "Who is Sazae-san's mother?" and the first team to raise their hand and say "It's Fune" gets one point. Continue until Ss can answer easily. You can challenge them further by having them complete the sentence "Fune is Sazae's ________?" Students should answer "mother" for the point. | Students describe their own family tree | Students can answer questions about who people are in their own family tree | T asks S to turn over their Sazae san paper. T draws a simple family tree on the board of their own family. T then asks S to draw their own family tree. Once S finish their family tree, S can come to the T and the T will ask them a few questions about their family tree. WHo is this, who is your mother, etc. Once they finish, T can give S a word search | get ahead pg 16 | https://docs.google.com/document/d/1l9Bag5UBc_bHlBw7B998a47QN9jmQG1jdHpBW2pXY5I/edit?usp=drivesdk | https://drive.google.com/file/d/1gLYQh2T8SBHTPohy7__3RCMyZcX43hwO/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-04-19 | TOEIC Listening Test Part 1- Photographs | Scott Link | SHS3 | Listening, Grammar, Vocab knowledge | Strategies for the TOEIC Listening Test Part 1 | OTHER | Strategies for understanding vocab/grammar in the description of a photograph | A few hours of printing packets from a textbook for each student, finding TOEIC photograph examples to use, and researching Part 1 Listening: Photographs test in depth. | Hand out the Part 1 information packets to the students | Each student gets their own packet | I explain the format of the Unit 1 Listening: Photographs test | Students understand what to expect when they take the test | Each photograph will be accompanied by 4 listening possible answers, 1 is correct. Students are not allowed to take notes or write in blank spaces of the test. The answers are only read once. | I explain some strategies on being able to know which of the answers is correct | Students are confident that they can choose a right answer from 4 possible photo descriptions. | Look at the photo, what do you see? What nouns and verbs can you see? What happened/is happening? The test will never be up to interpretation, the answer will always be plainly visible. I show photos and have the students brainstorm words and phrases for the photos. | Students work in the packet, they brainstorm words and possible sentences for the paragraphs, we take a mini test, students create new sentences for the photos on their own. | The packet is complete and students have finished all the mini tests | I play a CD with possible answers for the photos in the packet. Students listen and choose the correct answer. We go over the answers together as a class. | ETS Tactics for TOEIC Listening and Reading Test, Unit 1 | https://docs.google.com/document/d/1WZ7cPsVS_maQBfT7pNKU0xyfiB4nIorCmgzhtqHns_c/edit?usp=drivesdk | https://drive.google.com/file/d/1DGPT_guWJJ9lI7CBVX6IHJGXx0Ree1Rs/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-04-19 | NT1 L2 Communication (Numbers, Thank You/You're Welcome) | Joshua Brougham | JHS1 | Listening, Speaking | Questions: WH questions | No prep time required, a dice is preferred for board game review | Number Scramble | Students are able to recite each number written on the board without the assistance of the JTE/ALT | The ALT will write a random sequence of numbers on the board, skipping certain numbers and illiciting a response from students for each number written. Missing numbers will be checked with students, and then each number will be reviewed. | Dialogue | Students will be able to ask about someone's phone number and respond with their own phone number according to the prompt on page 37. | Koichi and Allison exchange phone numbers using a simple script. After preforming the dialogue for students, the class will practice each line together and then proceed to practice with a partner. Students should make sure not to use the exact numbers given in the book, and instead think of an original number for their dialogue. After a brief moment of practice, students will stand up, find three friends, and then ten students will record their findings on the board (a friend's name and number, for example). | Dialogue (cont.) | Students should be able to understand and recite simple phrases like "thank you" and "you're welcome. | The JTE and ALT will preform the final part of the dialogue, with a paticular emphasis on "thank you" and "you're welcome." The picture should be used to draw attention to the meaning of the scenario. Students will once again practice with their partner, but will not stand up to practice with the class. | Math & Numbers | Students should understand the meaning of the english math terms "plus," "minus," and "equals." Students should also be able to understand that "is" can informally replace "equals." | This excercise is not the primary focus of the lesson, so a brief and simple explanation using simple numbers on the board should be enough to display common math terms the students are already familiar with. (Activity 2, page 37 "Plus Advice"). | Phone Number Inquiry | Students should be able to recite the number of another student through the use of pronouns like "her/him," or their name. | The class will play a game drawn on the board with 3-4 teams. Each team will have the chance to answer the question "What's your number?" After a brief countdown, the "fastest" student to raise their hand can respond with "My number is XXXX-XXXX." Their team will move one space. Then, the ALT will ask, "What's her number?" and after another brief countdown the next student can respond with "Her/His/Their/[Name's] number is XXXX-XXXX." If the number is correct, their team will move two spaces. If a team lands on an already occupied space, their team will "skip" that space and move to the next space instead. | Review | Students should be able to read the dialogue aloud without assistance from the ALT. | With small guidance, the ALT will prompt the class to read the dialogue, and then prompt them again without audible assistance. A quick review of each number and the other uncommon terms can be brought up if time is leftover. | New Treasure 1 (Page 37) | https://docs.google.com/document/d/1YbhV7SUKpvUFjncjF2qc9kI6_dtcO3vAUEC8Z_vTnZY/edit?usp=drivesdk | https://drive.google.com/file/d/1uL7z516TF58lKlPyETDFMZOvnL2-n6iG/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-04-19 | Teacher Introductions & Classroom English | Scott Rosnick | Alvaro Leiva, Scott Link, Samuel Darbouze, Dwayne King | SHS1 | Listening, Speaking | NONE | Classroom English | About 30 minutes to produce the proper list of classroom english | https://drive.google.com/open?id=1wuX-4vcqc6MXJeqG8ZXE-wl82fDQc_TP | Teachers introduce themselves to students | Students' basic, primary curiosity is satisfied | Depending on student ability level, teacher more proactively talks about themself, or reactively responds to student questions, gives more exact easy-to-understand information or more vague abstract inforomation. | Teachers introduce the course | Students understand the connection between JTE class and Team-Taught class | Since the course is taught by multiple teachers, circulate a kind of talking-points memo. Delivery style individualized to teacher style and student ability. | Preteach commonly used Teacher's English | Students have an ear for some of the most commonly used teacher-phrases in the classroom | Delivery style individualized to teacher style and student ability. But for example require the students to invent and present a *demonstration* of each phrase (as opposed to giving an explanation). Using and thinking about the phrases is much more memorable than hearing them explained. Followed by some "ear practice" joining the teacher's pronunciation to the phrases studied. | Preteach commonly used Student's English | Students can say some of the most commonly used student-phrases in the classroom | Delivery style individualized to teacher style and student ability. But for example, in pairs or small groups (4-6) take turns with one student taking a student role, and another as the teacher. The student with the teacher role has to improvise a response to the student role student's request. | https://docs.google.com/document/d/1dHDD0YdSoU7bLqG9mo5_KS4m7fEjJ_UssiI-WIM6Hts/edit?usp=drivesdk | https://drive.google.com/file/d/1PfGz45lylMBXgrrbZVXbQPn3EYTBf2e9/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-04-19 | Lesson 1 Making Conversation Reading Comprehension | Alvaro Leiva | SHS3 | Listening, Speaking, Reading | Word formation | Self Introduction | About 5 to 10 minutes. Need textbook and ideas on how to get students to read along. OPTIONAL; a worksheet to get students to express original ideas using the key terms | Students read along with teacher | Students have read the entire dialogue with teacher | Repeat each sentence with the students. Taking pauses, and emphasize the bold key terms; Let me introduce you to___? and What do you do___? It is also a good idea to repeat any sentences students may have an issue. | Students read with a partner, switching roles. | All students have read the dialogue with a partner(s) | Have the students read in pairs, have them switch roles, and repeat as many times as you can using any reading technique that the teacher may want to use. You may want to have students switch partners afterwards and try again. | Students go to the front of class, read dialouge with partner | When teacher has decided that all or some of the students have gone to the class and read the dialouge | It is also a good idea to explain the grammar point to the students after they finish. Using the JET as a practice partner. | Pass out reading practice worksheet, students do part 1 | All students have completed part 1 | Part 1 of the worksheet is to get students to find the sentences on the textbook, select the order of the sentence, and write down who is speaking | Using worksheet, students practice part 2; adding original ideas | All students have finished practicing | It is a good idea to make the pairs stand up and practice the dialogue with their own original ideas. Once they finish, they sit down. | Have student pairs go to front of the class and present the dialogue with their own original ideas | All or some students have presented their own original dialogue | My Passport English Conversation, Unit 1, page 6 | https://docs.google.com/document/d/139MN8Ba_JDREkey7xybyBslUmAxvj1mkAXAFh4t0DhY/edit?usp=drivesdk | https://drive.google.com/file/d/1yRpHykvziaAhaJJaL1KT-mCWfYA-yU6I/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-04-18 | Comparatives. As...As | Leigh Bitossi | JHS1 | Listening, Speaking, Grammar | Comparisons: AS or THAN | New Horizons Textbook, 1B, Lesson 14. | Demonstrate Comparatives with "As" | When the class has made 4-5 sentences about classmates. | Get two students to stand up. See who's the taller of the two. Then, write on the board, "A is taller than B." Point out that we can also say, "B is not as tall as A." Repeat this wit other students and different topics like, age, etc. | Class Practice: Textbook. "As...as/not as....as" | When students have answered all 6 questions. | The questions each have a picture and a few words as a prompt. Do the first question together. There's a picture of two kids going to bed at the same time. The prompt is "wake up/early". The answer is, "A gets up as early as B." Give the students a few minutes to work on these, then call on students to give their answers. | Flag Speech-Project | When students have started their flag. | Last week we introduced the flag design speech project in which they will design a new school flag. Hand out A3 sized paper and use the last 10 mins or so of class to start the design stage. | Based on Lesson 14-1, New Horizons | https://docs.google.com/document/d/1wOwOrqGvs9WdD4I4RRUycgYLmmMnue7f1GmUVzvw58M/edit?usp=drivesdk | https://drive.google.com/file/d/1P88S_BlnobSocR9KAHKQHor0GAAKnPXX/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-18 | EFL2 Canada Presentation Prep | Jeremy Gardener | Sam Darbouze, Dwayne King | SHS2 | Writing | OTHER | WS explaining overview of presentation and suggested topics | https://drive.google.com/open?id=1FXZCPfNCv45t25QACu_GcfzdbXZQbO35 | Explain presentation planning and timeline | Explain presentation planning and timeline | Suggest topics that they can use in their presentation | Have students create a mindmap or outline of their main topics | Start writing script for their presentation based on their outline | Students write as much as they can and submit it for review/corrections | https://docs.google.com/document/d/1l5f2DVCtn0rDviu5sjBGf2IEwXFYFjha2JLdwp6Y0P4/edit?usp=drivesdk | https://drive.google.com/file/d/1bK3YeESy8jgNwz2uiyf4G0J4vAfsgSKW/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-04-18 | EFL2 Canada Presentation Prep | Jeremy Gardener | Sam Darbouze, Dwayne King | SHS2 | Writing | OTHER | WS explaining overview of presentation and suggested topics | https://drive.google.com/open?id=1xEVOVf8WwOkNJ0zUudwqwyYQk2n33ARr | Explain presentation planning and timeline | Explain presentation planning and timeline | Suggest topics that they can use in their presentation | Have students create a mindmap or outline of their main topics | Start writing script for their presentation based on their outline | Students write as much as they can and submit it for review/corrections | https://docs.google.com/document/d/1Z1Nen4qwFs0sYkQOf5YJ0OpZqqIEAvIII92EqGA_3jM/edit?usp=drivesdk | https://drive.google.com/file/d/18PF3FcEttLvMRsPOEuj5iulDbDbgvQzR/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-04-18 | Passive Voice | Leigh Bitossi | JHS3 | Listening, Speaking, Grammar | Passive voice or active voice | Print handout. | https://drive.google.com/open?id=1fDUl_1cNRlxkSVf20L96zFROxZTLSfzu | Explain passive vs active voice. | When students can identify, and make sentences in the passive and active voices. | Write a simple passive voice example on the board like, “this textbook was written by...” next, elicit the active version of this sentence. Ask the class why we sometimes use passive voice and what the differences are before eliciting some more examples from the class. | Passive voice handout | When students have completed all the questions. | Pre teach vocabulary like, “discover, invent, cause, manufacture.” Explain that you can use each word more than once in some cases. | Check answers | When all the answers have been written on the board and checked accordingly. | Call on individuals to write an answer up on the board. Check the results as a class. | https://docs.google.com/document/d/1BchO8oyv7QOC_fIRAU8rwJyrnv384ycVjG0ggz1qMDo/edit?usp=drivesdk | https://drive.google.com/file/d/1wvtBw2U7H8G2PM2HUXAV9KH3g-sq0RBL/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-18 | School Life | Brian Heilenman | Adam Strauss | JHS3 | Speaking, Reading | Nouns | Questions: WH questions | School life; Clubs | Worksheet; Dice | https://drive.google.com/open?id=1E6zh1okO7uMEVfG_psaZ5UA-jgvRHIy6 | Introduce Vocabulary | Finish repeating vocab | School subjects; Clubs | Taboo Game | Finish all 6 vocab words | Playing taboo, each student has a separate list of vocabulary words that they have to try to make their partner guess without saying the word itself. | Wh- Questions | Time limit (suggested 7-10 min); or finish each question | Place eraser on worksheet at START box. Roll the dice, ask a question pertaining to one of the three sections (Subjects/Clubs/School life). Finish after a certain time or when all questions have been checked. | School Events | Time limit (suggested 7-10 min); or finish all events | Again, place eraser on the START box. Roll the dice, say three sentences pertaining to the school event that you land on (i.e. 1. Sports Day is in June. 2. I like Sports Day because it is fun. 3. Last year, my class won Sports Day.) and your partner asks one follow-up question about that event (i.e. What was your favorite event for Sports Day?) | https://docs.google.com/document/d/1K5IQrc8mtrwGbmSVbB5PP0mmpmE3SzmZ7eX5WBJbVjU/edit?usp=drivesdk | https://drive.google.com/file/d/1hhICMCwAcarNDZ_k9fOYYXNaIBubkZrR/view?usp=drivesdk | |||||||||||||||||||||||||
| 2018-04-18 | Welcome back activity | Adam Strauss | Brian Heilenman | JHS2 | Speaking | OTHER | See attached worksheet | https://drive.google.com/open?id=1Rk_PBb0FiXGNAtLSq5puCiz31_oi-hh4 | Students ask each other questions on their handout. There are 2 different copies for each pair. | When all the questions have been asked | Students write "2 truths and 1 lie" about themselves. Students interview each other and guess which is the lie. | Completed after a 5-10 minute time limit. | Students choose different verbs and tell each other 3 truthful things about themselves. | When time has expired. | https://docs.google.com/document/d/1FpfMmwqFGg8DXkXgTmdwkErQrTuxNSRcBHWGTO1IlHg/edit?usp=drivesdk | https://drive.google.com/file/d/1uy8KAqI85GzmU-WM9Kv7JfwQSq-pt_Sv/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-04-18 | Are you a student? | Adam Strauss | Brian Heilenman | JHS1 | Listening, Speaking, Pronunciation, Reading, Grammar | NONE | See worksheet | https://drive.google.com/open?id=18GgMCj0s-pcbDKgy6lMX7MyORcmNefuL | Have students complete the simple introduction warm up activity | Wehn all the students finish the activity or a set time has expired. | Have students repeat and familiarize themselves with the vocabulary. | When all the vocabulary has been read. | Instruct students to go around the room and introduce the characters on their worksheets. | Activity is completed when all the characters have been introduced. | https://docs.google.com/document/d/1RkrVKRugQb9HqQYuLvyIFVSFEJdZgwgW8PqO5XqYuTg/edit?usp=drivesdk | https://drive.google.com/file/d/1f4d7B8VaOlsa1kSfOTtcug71SyQcFOOL/view?usp=drivesdk | |||||||||||||||||||||||||||||||||
| 2018-04-17 | Guessing words from Context | Scott Rosnick | SHS2 | Reading, Grammar | Like it says in the title, the main skill is guessing the meaning of new words from context, especially in reading when people have enough time to think. | Word classes | The lesson relies on and expands student capability with parts of speech. But that is not actually the real goal of the lesson. | A worksheet with reminders of the Parts of Speech and sentences with a word blanked out. | https://drive.google.com/open?id=1eZIagovhUGP6Vs27b7oNAkkQRgYAheTq | Introduce students to the purpose of the skill | Students feel that looking up every word is an insufficient and inefficient strategy for reading in many cases | For many students, the obvious motivator is reading new texts during tests and exams. For others it'll be entertainment, reading comics or whatever. | Guess the missing words in the worksheet | Students have parts of speech AND their own imagined words for each blank in the worksheet | Divide the work into two passes... guess part of speech; check answers (and when possible get elaborations with reasoning for their guesses) then guess words that fit the scene better, though if the POS matches, the rest is just whether and how common the final sentence is. | Practical application of the ability | Students have analyzed a first-time text and identified words they don't know, and guessed their meanings | Any text with some words that are unknown to the students is appropriate. Start with the class together, to demonstrate the process of working together to find words that some people don't know, then working together to guess the P.OS and imagine the meaning | https://docs.google.com/document/d/1fwBAqE6CUXEN63ValS7kncO54oamTAiPk3tOwZeSLMk/edit?usp=drivesdk | https://drive.google.com/file/d/1VHrVgqhOTfw_GOoaxwHXAHiKkpSABeSs/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-17 | Places in the neighborhood | Jason Packman | Brandon Lindsay, James Modlin | JHS2 | Listening, Speaking, Pronunciation | Nouns | Future tenses | Worksheets | https://drive.google.com/open?id=1jqpmHAsbH7XBMdqr1Spxj6ehuSAvPR4J, https://drive.google.com/open?id=1tDhntDV99SP1H3rGIKAc4Q7m5DPucNnjtH0sC6XJSDE, https://drive.google.com/open?id=11jNljhZDYaQyosN6lN3_XVdghQHXbHc9, https://drive.google.com/open?id=1F9nVa-6h4nELqYu8ycE5JYgqeZl0qVnx | Introduce places around town | Ss know the names of various places around town | T asks S where they go on the weekend or after school. After eliciting some places, T uses flashcards to teach/review S some new words. T still tries to elicit the terms by slowly unveiling the pictures one by one | Students say what they do around town | S can say where they go to do something | S are given a sheet of paper with the names of places around town. S are told to write down what people do at those places. For example -- library -- read books, convenience store -- buy onigiri, school -- go to club, etc. After having some time to write down those hints, ask S to say those hints. Make teams; One S from one team reads one of their hints and one S from the other team has to guess by saying "You should go to a restaurant/museum." The S answering has ten seconds to answer correctly to earn a point for their team. | Ss do a dialog | Ss have completed a dialog in front of the class | S are given a dialog. Ss are asked to practice the dialog with their classmates in pairs. Then they are asked to come to the front to present in front of the class | Get Out 2 Pg 10 | https://docs.google.com/document/d/1jJkhHnZsl1pdEjKt_69Hub1A7AFxg4fbnFU75xdHLWc/edit?usp=drivesdk | https://drive.google.com/file/d/1HO-IhRlj35jydCwuFVXCtMUIEefOcmzH/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2018-04-17 | Current Events News Quiz 4/17/2018 (3 day lesson plan) | Alvaro Leiva | Scott Link, Scott Rosnick, Jeremy Gardener, Samuel Darbouze, Dwayne King, various Japanese teachers | SHS3 | Listening, Speaking, Reading, Writing | OTHER | Current Events | About 4 hours total work time. Gather general news items that might be of interest to the students and make questions about them. Select specific vocabulary that students may not know, and prepare vocabulary WS with English definitions and Japanese translations. Print a WS with the news questions and a blank question WS for students to answer on. Also, print some pictures related to the news topics for visual aid. | Put students in groups of four. Pass out vocabulary worksheet and have students translate vocabulary words and add English definitions | When all students have completed the Japanese translations, add English definition for all words | This may take up to a full lesson to complete. Visual aid will help students understand certain vocabulary words. After students have finished writing Japanese translations, have the Japanese teacher check the translation. Afterwards, check the English answers with the students. Explain any vocabulary students may not be familiar with. | Pass out News Quiz blank worksheet and answer questions. | When all students have answered all questions | Place papers with individual questions on the teachers desk. One student from each group stands up and takes one question, reads the question to the group. The group tries to answer the question, write down the answer, and obtain a new question. It is important to walk around and provide assistance to students, answer any questions without giving them the answer. This may take a full lesson to complete. | Check answers with students. Pass out photocopy with correct answer. | All questions have been answered and students understand the materials. | Ask for volunteers to go over each question; if possible, have all groups give out their own answers. Teacher then gives out the correct answer. Printed visual aid helps ensure all students understand the answer and the importance of each question. Teacher needs to prepare notes to provide additional information about each question, as well as answer any additional question each student may have; either a follow-up or explain in further detail. | https://docs.google.com/document/d/14JT0s_ncwAX0USdpoiFOUp9kXcdwpZ2LVKFi7QROgJw/edit?usp=drivesdk | https://drive.google.com/file/d/14lhjPCvAAxRydV-uS5SbiGXUwFvzPFqS/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-04-17 | Intro to TOEIC Class | Scott Link | SHS3 | Listening | TOEIC Knowledge | OTHER | The lesson was me describing parts of the TOEIC test. There was no specific language focus. | TOEIC | A few hours researching the current style of TOEIC test, a few hours of preparing the information packets. | https://drive.google.com/open?id=1hPazPkdfWRrMKc5eBGHdnEwHK_zBVS1M, https://drive.google.com/open?id=1sNA3uHcLSyG4UYBs0GJh7-JvEVFTutEd | https://www.ets.org/toeic | Explain what we will do in the course this year. | Students understand what will be studied this year | I explain that we will go over each part of the TOEIC test in great detail, then after the exam in September we will move on to TOEFL essay writing. | Students fill out info papers about their history with the TOEIC test and their goals for the year | Students are done filling out their form | I use this form to gauge the students and their expectations for taking language assessment exams in the coming year. | I go over each part of the TOEIC test and what each part includes | Students understand what sections are on the TOEIC test | I explain the different sections of the TOEIC test and give examples of each. | https://docs.google.com/document/d/1I8mFsV0o684d80TXTVKEr2PcARnAZa0_rPc4uk0X9_Q/edit?usp=drivesdk | https://drive.google.com/file/d/1UlUGknE1YH8nVmI_Efi1ckNMlhBMfQN4/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-04-17 | Preparing an interview | Angus Dunn | Ivy Li | JHS3 | Writing, Grammar | Present perfect simple tense | Experiences | Prepare sheets online or physical | https://drive.google.com/open?id=1dVXXS3j53rKMZSOTsV4qsyOH6FDsr0dgYKC-l6opuZw, https://drive.google.com/open?id=11uCyXvQ4wufgOhFO7R1RVl_1HbNTtfYADxm3RxhaYYI | Practice (experiences meaning of) present perfect | Practiced a few questions | Explain term task and today's activity | Explained | Students prepare questions for interview | Students have written 9 questions | https://docs.google.com/document/d/1vZ8_Wtrv1xxsKWy9zBY696CqlHLl_pRtFGSqsrJI1QE/edit?usp=drivesdk | https://drive.google.com/file/d/1ZP2zJsGXc0MQDxQVQpjbRk2MnDjAEC09/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-04-17 | Preparing an interview | Angus Dunn | Ivy Li | JHS2 | Writing, Grammar | Past simple tense | Past continuous (progressive) tense | Prepare online worksheet or physical worksheets | https://drive.google.com/open?id=1LhRGdUDmPhSOIpXO14URBEA4wcsl3F1OJha-7QVWK3A, https://drive.google.com/open?id=1v72C7SfKwlR9rzQxDGuEKYoV_qnUSPOVHUlOn1SyjTs | Practice asking questions in past tense | students have practiced | Explain today's activity and term project | explained | Students write 10 questions | students have written 10 questions | https://docs.google.com/document/d/1Sb6gwFvhL8vth5rkKsSqQKl1GN8oXYgRwWN4fOWW9ts/edit?usp=drivesdk | https://drive.google.com/file/d/1tNR0Zy9XJk2SYlfYCg8-O03NXvRr94cI/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-04-17 | Pronunciation of difficult sounds | Angus Dunn | Ivy Li | JHS1 | Listening, Pronunciation, Noticing | Listening for pronunciation | OTHER | Accurate pronunciation of difficult consonants | Print cards for students. | https://drive.google.com/open?id=1mnYAVJqt6dtOyJ1PKGbm_q7E_RKaTDk0dvRqhdLLF4w, https://drive.google.com/open?id=1nkVff9dpnApIpiDG-A3He779wmgtFapTO6U6gyebwfQ | Questions for teacher | Each group has asked teacher a question | Difficult pairs pronunciation practice | Students have practiced noticing differences between difficult consonants | Karuta | Students have played at least three rounds of karuta | https://docs.google.com/document/d/1FKBXt7DCg0iC49JXtH_kxkUulL89BgXcrj1Zjf9dt1A/edit?usp=drivesdk | https://drive.google.com/file/d/1eR66fnvB490s0BMiOxWAu0n3xYONpivB/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-17 | JHS2 Lesson 3 Comparatives | Jenny Willett | Joshua Brougham | JHS2 | Listening, Speaking | Comparison (comparative and superlative) | Lesson aims: Students will be able to: -use comparative forms '~er' and 'more ~' in spoken English with confidence - distinguish between when to use '~er' and 'more ~' in simpler cases -understand that there are exceptions to the rules (e.g. fun, more fun, most fun) | copies of the comparatives survey, 1 per student | https://drive.google.com/open?id=1u4JTWYaTCKRrnP9qvI4FDEJifvtG2C8RvzV3hf5UcYI | Warm up | Students have a brief share their homework about their classmates using superlatives in pairs and chat about it briefly. | Ask the JTE to note any students with inadequate homework or no homework and deal with the associated discipline for this. | Drawing on some students' homework responses that you overheard, raise a question about which student is taller ~ or ~? Elicit answers from the class. Model and drill the key language verbally. | S have reviewed the basic ~er/more~ usage verbally. | Elicit when more ~ is used and when ~er is used, drill a few simple examples verbally as a class. Highlight bad>worse>worst, which is an exception to the more ~/~er rule | When S have reviewed the key language verbally | Controlled practise activity: Comparatives survey. S complete a short survey asking simple questions to their peers (age, shoe size etc). They use the survey worksheet for this and ask the questions as writte. Model with the JTE and get S to complete the task, helping any during the task who need errors correcting. | S complete the speaking survey, practising the target language in a structured, repeptetive way. | Communication: S have a free conversation using comparatives and the prompts below. S should use long sentences comparing and contrasting (e.g. Family Mart's chicken is more delicious than 7-11's, but 7-11's oden is better than Family Mart's.) | S have applied the target language appropriately and produced their own verbal responses using the target language correctly. | What things are you better at than your partner? What things is your partner better at than you? What is worse than failing a test? Which is healthier: eating good food or getting lots of exercise? Would you like to be more beautiful / more handsome than you are now or more intelligent than now? Which is better, living in the city or the country? What foods are better in Family Mart than 7-11? | Plenary: feed back as a class | Several S have volunteered their friend's responses to the questions from the free conversation activity (they'll switch to using the third person 'Taro thinks ~ is worse than failing a test' etc. | https://docs.google.com/document/d/1Jju4n2799F36qonBQokvXh6cPi-GzkdgSGVORxTVbAo/edit?usp=drivesdk | https://drive.google.com/file/d/1WeheeEunuW6GxBPvIJN9mCCgOzL0lV8j/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-04-17 | Dictation/Question Bingo | James Modlin | Jason Packman | JHS1, JHS2, JHS3, SHS1, SHS2, SHS3 | Listening, Speaking, Writing | Past simple tense | Questions and short answers | some vacation pictures and a Bingo worksheet (~10 minutes) | Show some pictures of your recent vacation. Instruct students to listen and write what they hear. | When students have taken dictation and we have checked the answers on the board. | Have all the students stand up. They can sit down once they have each asked a question about the teacher's vacation. If this proves too difficult, they can ask you a "get to know you" question instead. | When all the students have asked a question. | Pass out the Bingo worksheets and have the students write numbers 1-16 (small print) in any square they choose. The teacher will then give multiple choice answers to all the questions (2-3). | When the students have written their answers (best guesses). Then the teacher will instruct them to ask one question at a time out loud. Answer the question and have them mark correct or incorrect. Play Bingo! | If there is time left over you can ask them about their spring vacation. | https://docs.google.com/document/d/1P0CTfymH5WPHynz7TSuabCjs9px4LhZEID_Ah3HX0w0/edit?usp=drivesdk | https://drive.google.com/file/d/1EZORR-t-JuLeZfl-sVFQPqtALxhRmdbp/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-04-17 | Introduction Class | Bryce | SHS2 | Listening, Speaking | Understanding the basics of classroom English | NONE | An introduction class where I try to get the students to use as much English as possible so I can get an idea of their level. | Self Introductions | 50min class. Print outs needed (attached) | https://drive.google.com/open?id=1U5kV1AionCSRSSO_yQ83W_JRSsz8xLlN, https://drive.google.com/open?id=1ARhVSD_FKiWtWd3SBN-35bYS4SY_RC0M | I tape my mouth closed and hint things about myself | Students must speak and try to guess the answers I'm looking for. | Once I begin talking I do a basic introduction about myself | Students introduce themselves to the class | W/S with phrases I use a lot in the classroom | Students know what I expect in class & should understand my requests | They will understand my requests & rules for the class, know a bit about myself and can introduce themselves with a few sentences | https://docs.google.com/document/d/1Ks5riPLviFjacV0qwjCtdy4b4w3jpKwByVJvGEUeG9I/edit?usp=drivesdk | https://drive.google.com/file/d/1bf4zdbC_MLg2EGORjv4ApT7STc9NfJyE/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2018-04-17 | Meeting the Students & Course Introduction | Scott Rosnick | Alvaro Leiva, Charles Scott Link | SHS1 | None | NONE | A lot of classroom English will be used, but that's not the purpose | Course introduction | Essentially none. | Give an overview of break-out group structure and teachers | Students understand why they're being split up, how, and how they'll change over the year | Divide into small groups | Each teacher is in their appropriate classroom with the students assigned to them for the quarter | In following classes, students and teachers will meet in their final classroom, but in this first lesson it's easier if the teachers collect students. | Students meet their teacher for the quarter | Teacher knows their students' names; students know enough about their teacher to interact with them normally | Settle things like always-used nicknames, and how people should address each other. Memorizing student names will of course take longer than a dozen minutes, but it's an important start. | Give detailed expectations about coursework and student behavior | Students understand differences and similarities between expectations of students in EFL & other general courses | Also a good time to introduce Japanese usage policy, etc | Introduce New Words practice ongoing assignment | Students are ready to do their weekly homework (choosing 5 new words to study every week) | Warm up with classroom English | 6 sentences assigned to their scene, completing a 2 person interaction | Four Corners, page 2. Students learn 6 phrases commonly used by students, and the situations they are used in. | Thinking about class styles | Students have reported the kinds of classroom they prefer, and see how much the EFL course will match their preferences | Four Corners, page 3. 4 pictures of different styles of classroom. After discussing what students are doing, and what teachers are doing, talk a little about good and bad points of each, and hear from each student what kind of class they prefer. | Four Corners Book 3, Unit 0-page 1 & Unit 1-page 3 | https://docs.google.com/document/d/1kUACjdtmUYClQBDPAtNfMD1VtqGD8pBSmvjhO-B1oCc/edit?usp=drivesdk | https://drive.google.com/file/d/1GuOEY4M_z4jX7w4ZPYaU6O7fJOveyF37/view?usp=drivesdk | ||||||||||||||||||
| 2018-04-17 | Get to know your teacher | Scott Link | JHS2, SHS1 | Listening, Reading, Writing | Read questions, guess answers, listen to teacher for correct answers | NONE | First Lesson of the year | About half an hour of printing my pre-made worksheet and counting out the correct number for each class. | https://drive.google.com/open?id=14qQCKTNcYFl63hF9OUCKZmW4IWpN2F1m, https://drive.google.com/open?id=1_Lh1qMS-pckhUbuAXk2ePzi8NIdlItMY | Tell students my name and what they may call me | Students know my name | Hand out the worksheet about me, students guess answers about me | Students guess all the answers about me on the worksheet | I give them about 8-10 minutes to write their answers in full sentences. Then they write a question for me at the bottom | I choose students to tell me their guesses, then I tell them the real answer, they write the correct answers on their sheet | Students know the correct answers about me | I pass out the other worksheet and Students fill out info sheets about themselves | Students finish putting their info on the tell me about yourself worksheet | I collect them afterward so I can learn about the students in my downtime | I explain the course and expectations | Students understand the course and expectations | https://docs.google.com/document/d/16rSokZsqsNpzkmm9WDD_Jj_Ca3ChrsvGLnlYJlwaKD4/edit?usp=drivesdk | https://drive.google.com/file/d/16pbrkqUAY_TejHUjyAWqp3Rr69Hy7aSW/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-04-16 | 1st lesson of the year 1HS elective 15 students | Chris Labno | SHS1 | Listening, Speaking, Writing | Short Self Introduction | Setting Ground Rules | Questions and short answers | 10 minutes prior to set up flip charts | Quick introduction | Teacher introduces self and has some small talk. | About 2 minutes. What is most important is your energy. | Student Greeting | All students have introduced themselves | Have students go around the room and state their name and one interesting fun fact about themselves. Begin by demonstrating the exercise first. About 10-15 minutes | Ground Rules for Class | Students and Teacher agrees on a list of points to be used as ground rules. | Use the dry erase board and begin a chart titling “Do’s and Dont’s” (Ground Rules) Make 2 columns. You can draw happy and sad faces as well. Do a couple with the class. Then break them off into 3 groups. Have them come up with additional rules using “do and don’t” They should use a flip chart to write down their responses, if available. Spend 8 minutes. Then in the next 5-7 minutes have them read what they came up with. Have everyone speak answer. Have the class read all aloud if time permits. Total 15 minutes. M | Question the new teacher | Students take turns asking the new teacher questions. | Have them take turns asking questions. Encourage all to ask a question. Limit multiple questions from the same student. Get all involved. 10 minutes | https://docs.google.com/document/d/1BqZKFw9ptlZH5qz7RShC2p088wk4lGftUFKH1QyEf2Q/edit?usp=drivesdk | https://drive.google.com/file/d/1xhZuhiW-yq5MQCqAJtK-kJWn7bRkoo3Q/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-04-16 | Which one is Justin? (Describing appearance and personality with defining relative clauses) | Stuart Dalziel | JHS3 | Listening, Speaking, Reading, Writing | OTHER | Just print and copy the worksheets. | https://drive.google.com/open?id=13y5wekNeovcT43EiavMzt2PQATJs-Kb8, https://drive.google.com/open?id=1o7AgwabIxDqFugmkVj9Voj8HYNDi_oiY, https://drive.google.com/open?id=1Ta2TyzRhtTzYbLQckrzPHfIByqk5TPCk, https://drive.google.com/open?id=1rclOnk6Hv82OptQAp-YtzJRAKvrP24yr | STAGE 1: APPEARANCE (10min) Form “what does he/she look like?” boarded.Some (non-exhaustive) vocabulary for describing physical appearance elicited to assess prior familiarity with target language. This could take the form of encouraging students to describe people in the room or the teacher drawing pictures on the board. Any useful new vocab that the students appear unfamiliar with given at this stage. Useful structures such as “she/he has ***** eyes” “she/he is tall/short” boarded on one side and kept for reference.NOTE: Descriptors “holding” and “wearing”, although not strictly physical appearance descriptors, should also be included.P.7 Listening A set up and delivered. Answers checked. | Above stages are completed (minus the listening if you don't have text). | STAGE 2: PERSONALITY (10 min)Form “what is he/she like” boarded. Difference explained (this refers to our inner character, rather than our outer appearance). Same vocab elicitation process enacted, keeping the useful forms on the other side of the board.P.8 Listening B set up and delivered. Answers checked. | Above stages are completed. (minus the listening if you don't have text) | Differentiation (10 Min)Worksheet “looks like or is like?” given out and completed. | Worksheet is completed by majority of students. | STAGE 4: LISTING CHAIN (15min)This activity is a modification of P.7 C. Structure “***** is the person who *****” given and boarded.Students are selected one by one to list a physical trait of one person on pages six and seven (e.g “Adam is the person who is holding a skateboard”). They cannot repeat a previous answer! When a student cannot think of an attribute the round is “over” and we switch to describing the next person. Continue until all 4 people have been described / everyone in class has spoken. | Everyone in class has spoken / options exhausted | STAGE 5: CONSOLIDATION / CONCLUSION (5 Min)P.8 Comic strip drilled, relation to forms already taught highlighted and prior learning summarized. | Drill is completed | Optional buffer if running under schedule: Either worksheet “Describing people I know” or p.9 given as further consolidation of learning objectives. | Worksheet complete / lesson up. | Time Zones 3, Unit 1, P: 6-8 | https://docs.google.com/document/d/1_OzazhDpqdFC3F-g0naSlq8kcMx9eCP0ltsD_t02dIo/edit?usp=drivesdk | https://drive.google.com/file/d/1mK2e7c-t2kj0Wg6nJfaeFkZ01NvdjMeG/view?usp=drivesdk | |||||||||||||||||||||||||||
| 2018-04-16 | Introductions & Classroom English | Leigh Bitossi | JHS1 | Listening, Speaking | Questions and short answers | OTHER | Some useful in class questions and language, like, “how do you say....in English?” | New Treasure, Speaking, 1A, lesson 1-1 pages 6&7 | https://drive.google.com/open?id=1uEH7_srcB98nj41CgHiPqlzFHASvLmpt | Greetings procedure | When kids know how to address you and greet you appropriately. | Just formalities, really. Assign a class leader, teach the class your name, practice entering the class, getting everyone to stand and doing the class greeting. | Self Introductions | When students can say introduce themselves and say where they’re from. | Using pages 6&7 of lesson 1-1 in the book, read out the scenario of the kids introducing themselves to each other. To reinforce the language, on the board write up, 1.) I am..... 2.) I’m from.... Call on a few students to introduce themselves like this and then have them introduce themselves to their neighboring students. | How do you say...in English? | When students can think of a word in Japanese to ask you the English equivalent clearly. | Write this question on the board and repeat it as a class. Also, write the answer of, “We say....in English.” Demonstrate with some typical objects around the room eliciting a Japanese word so you can then ask how it’s said in English. Ask students to raise their hands to volunteer a question to you. Hopefully the Japanese doesn’t get too difficult. | https://docs.google.com/document/d/1rWsBm4gJq823RrBNvugaspFNbA6YLdkhB_cyGhM-AlE/edit?usp=drivesdk | https://drive.google.com/file/d/1O8vzI28R6VFywohg-ebFufl5BHqrOL1n/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-16 | JHS2 Lesson 2 Superlatives | Jenny Willett | Also taught by Joshua Brougham | JHS2 | Listening, Speaking, Grammar | Comparison: Superlative adjectives and structures | Let's find out handout copies (1 per student) | Warm up | When S have had a brief chat with a partner about their classmates using superlatives and some have fed back to the class | e.g. Taro is the tallest boy. Jun has the longest hair. etc | Students practise using superlatives using a guided small group activity. Students work in groups of 3-4 and complete the 'let's find out' worksheet. First they write 2 questions (based on a fact they can check e.g. who has the smallest feet, NOT 'what is the best song?' which is subjective. Students then talk in English and go through the questions, writing the group answers on their sheets. Students are answering these questions about only the members of their group, so 'who has the biggest hands?' (out of the 4 students in this group). | When students have completed the activity, answering 7 questions using superlatives. | Communication activity: This is a free conversation activity, give the students one topic at a time. Students should talk in pairs about the following topics: Which restaurant sells the best french fries? What is the best convenience store? Who is the funniest teacher? What subject is the hardest? Where is the worst place to live? | When students have talked a little and have fed back to the class. | Set homework: Students should write about their classmates in their notebook. Students should write a short paragraph (5 sentences minimum) about their homeroom group. E.g. Taro is the fastest boy in my class, he always wins the races at the sports festival. I think Jun is the funniest boy, he even makes the teachers laugh often. etc. The Students should write something extra, rather than a list of just ~ is the ~est. Students should use 5 different adjectives in their work. | When students complete the homework after class. | https://docs.google.com/document/d/1OGscBehQuukUWYJgmTvwGjt8-ts-extLi26MnoalQOc/edit?usp=drivesdk | https://drive.google.com/file/d/1vZF-TOSTUl_RzZNeQWl5mYkQE6NmCmNt/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-04-16 | Self Introduction | Alvaro Leiva | JHS1, JHS2, JHS3, SHS1, SHS2 | Listening, Speaking, Reading, Writing | NONE | Topic ideas to talk about yourself (name, country, age, blood type, favorite food, favorite sports, ect); up to 6 flashcards for each topic, a worksheet (optional) for low-level students; a set of character cards cut out in small sizes (doraemon, goku, kumamon, ect) for team mascots | Divide students into groups of 4 | Students have made their groups | 4 students per group is a good group, a bigger group leads to students slacking off | Place team mascots cards on blackboard, each group is to pick their own team mascot | All groups have a team mascot card | Print out 4 pictures of any character on a piece of paper, cut them out, and glue a magnet on the back of each card | Write out the topic that you want students to guess the answer; for example your name | You've placed up to 6 flashcards on the blackboard | Tell the students, in their group, they are to guess the correct answer for each topic. Since the first topic will be your name, have them guess your name from each of the 6 flashcards | Students place mascot card on the flashcard they think is the right answer | All groups have placed their mascot card on the blackboard | Walking around the classroom helps students who try to guess your name. Many will look at your face and try to guess your name. | Give right answer by removing all wrong flashcards | Only the correct flashcard is on the board | Remove the mascot card from the flashcard when you tell them that this flashcard is the wrong answer. OPTIONAL; award points for each team that has the right answer. OPTIONAL; give the team with the most point a reward such as a set of stickers, a stamp, signature | Repeat same process for the next topic; for example, your country | You've gone through all of your topics | It's a good idea to have many topics, but also depends on how much time you have on the lesson | Each group is to come up with a question for the teacher | All groups have asked at least one question to the teacher | After you've gone through all of your topics, and you still have time, have the students come up with a question for the teacher, have them ask the question, and give your answer | https://docs.google.com/document/d/1WG48CI_84FE_x9WKuzEYkUVnCRT7J-sNQ_WJ_Ey7d2c/edit?usp=drivesdk | https://drive.google.com/file/d/1f_hv4DER0rsksYns_pwzmP7WxAH59H6P/view?usp=drivesdk | ||||||||||||||||||||
| 2018-04-13 | Intro to EFL 2 | Jeremy Gardener | SHS2 | Listening, Writing | OTHER | Survey WS about what students would like to learn in the course | https://drive.google.com/open?id=1WrdeSJVduoVscjX_SjmSQOUXvhGby6MV | All three teachers introduce themselves | Finished with self-intro | Survey about EFL2 | Students fill out and return WS | Explain plan for the next few lessons | Inform students about preparation and presentation dates | https://docs.google.com/document/d/1hSImn3FingxDI6X9RzDsEtYltfpXsTmp6TeuUmzMrsE/edit?usp=drivesdk | https://drive.google.com/file/d/1o0WI1jSo4lLUatNAUmF6Wa6j-UyZ8d78/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-04-13 | Self-intro | Brandon Lindsay | JHS2 | Listening, Speaking, Writing | Past simple tense | Own self-intro | Teacher/student self-introductions | All students present | * Teachers give self-introductions in English * Students write self-introductions, then present them | Spring break presentation setup | Students understand how to write presentations | * Give spring vacation presentation framework on the board with a few examples * for example, 'Let me tell you about my spring vacation. I went to ______,' etc. * Emphasize correct use of simple past and more complex sentences | Students write presentations | Students have written enough to be on track for the next lesson | * Give students time to start writing presentations in their notebooks | https://docs.google.com/document/d/1MMrw8LqpVoR8plXPslHn_qHd3GlamF6vG4JGfLaiEW0/edit?usp=drivesdk | https://drive.google.com/file/d/1KjkFHkYQ-m5j2zikLbFcxn3P5Ahukiw9/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-04-12 | Lesson 1 Tasha and Passive Voice | Peter Ackerly | JHS3 | Listening | Listening and Response. We chose a REEEEEEEALY easy story aimed basically and SHOWING them that they can understand something and answer questions about it. | We will be playing around a little with passive voice -- which the students learned at the end of last year, but that is mostly a flirtation, as we will probably need to come back to in a number of ways in order for them to really feel that they can manipulate it aurally. | Passive voice or active voice | We will play around with transforming into and out of the passive voice, but that is just a flirtation. We will not be focusing heavily on that. | Ping pong balls, stick (just because it's fun to mention those).... WHAT! * Make sure the technology works in the room. * Post seating charts in the homerooms at the VERY beginning of the day. * Prepare mingling cards for ... -- passive voice -- Tasha comprehension questions | need to finish | need to finish | need to finish | need to finish | need to finish | need to finish | https://docs.google.com/document/d/1jJ4FMoychl_K76Qbhjck1IIGN811rq3qXImRz8ugdlc/edit?usp=drivesdk | https://drive.google.com/file/d/1lc1KBTUXdyY0gjrWWjGfQz42DEMbtAPW/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2018-04-12 | Weather Vocabulary | Necole & Adam | JHS2 | Listening, Speaking, Pronunciation, Reading | Pronunciation and retention for weather vocabulary. | Role plays to practice public speaking skills. | OTHER | How's the weather? / How was the weather ~ ? | You can make weather vocabulary flashcards with pictures or use flashcards already prepared from various online resources. Smaller flashcards should also be prepared if the teacher chooses to play karuta at the end. | https://drive.google.com/open?id=1qmfdh2q35HMQUbjkbVBs1yia7MW2eRWu, https://drive.google.com/open?id=1woqpPkgJGIJiQoYy4r5-7fmQxB3U_rO0 | Review vocabulary using weather flashcards. | When you feel comfortable that students can pronounce each word. | The file uploaded may be used as a PowerPoint presentation or printed out to use as flashcards. Listen & Repeat each vocabulary word, ensuring that students can pronounce each word correctly. Repeat a few times. | Review flashcards showing the weather pictures only. | You can move to the next activity when students can recall the vocabulary quickly and successfully. | When using the PowerPoint presentation, the second set of slides after the "Let's Practice" slide shows the picture first. Press enter on your keyboard for the vocabulary word to appear. | Listen / Repeat weather dialogue (role-plays) on page 133 of text. | Before moving to the next activity, make sure students understand the vocabulary in the dialogue and the context. The dialogue should be repeated a few times so that the students can hear the correct pronunciation. | The vocabulary prepared in the PowerPoint is directly related to page 133. | Students practice role plays row by row (for example: rows 1 and 3 are Koichi, rows 2 and 4 are Mother). | After about 6 minutes or until set repetition given by the teacher. | Role plays can be done in various ways. You can call 2 students to the front to practice until each student has finished, etc... | Use Activity Plus on page 133 for further practice. | Set time given by teacher or until each student has answered correctly. | There is so much flexibility with these activities. You can assign each student to complete in their books or notebooks (according to book instructions) or use this time for speaking activities and further practice. | Karuta! | When class time has finished. | Use small flashcards to play karuta. This game is also flexible. The teacher can call the vocabulary word and the student touches the picture, or this can be pair work. | New Treasure (Second Edition) Stage 1 page 133 | https://docs.google.com/document/d/1gtEKuJiuCNZfDO5uMCteQwple1JXty6-SsRvvE4sh9k/edit?usp=drivesdk | https://drive.google.com/file/d/1Lo0GADR2n1OiOQDXenrv3uyanPp11I20/view?usp=drivesdk | ||||||||||||||||||
| 2018-04-12 | Let me introduce myself | Adam & Necole | Necole & Adam | JHS3 | Listening, Speaking, Pronunciation | Speaking in front of group | Introductions | OTHER | NONE | Self-Intro | Self-Intro | Ball. https://drive.google.com/open?id=1MBGtgNk7XXRy7IqlFGMrkOQVlrFQMCl8 blank page for each student. Markers etc for nametag | Let me introduce myself worksheet | worksheet is complete | help students complete worksheet. check english. | Readings, students read worksheet (Self-intro) | all students have completed reading. | make notes of errors to address in a later lesson. | Nametags - make nametags | all students have completed their nametags and all students have a nametag on their desk. | students should be reminded to bring nametag to every lesson. | Name game. Basic questions game | 10 minutes or bell | pass a ball around circle asking questions to the next student. whats your name, whats your favorite color, what food do you like etc | Free chat - if all activities are complete allow/ facilitate a free chat for 5 minutes | bell | try to get them to talk in English at first but if time allows this activity it is supposed to be a reward so Japanese can be permitted. | https://docs.google.com/document/d/1u9akQYMyVmZ48xyMerogR6KKZD5DnScUmlhgLrpmVtg/edit?usp=drivesdk | https://drive.google.com/file/d/1CJRDg97kG3CZ7zh61iwjA0CvwdJ57s9p/view?usp=drivesdk | ||||||||||||||||||||
| 2018-04-12 | FIrst Year Intro | Brandon and Jason | JHS1 | Listening, Speaking | Asking Questions | Questions and short answers | First day of the year | Homework sheet, bland piece of paper | https://docs.google.com/document/d/1A-4czEkaqF0v9_JIJ0v_flQiFgG_n3HuvjNssitJeRE/edit?usp=sharing | Students ask the teacher one questionn | When students have all asked a teacher one question | T walks in, writes numbers from 1 to how many numbers of students are in the class on the board. T needs to leave space under each question for answers they will write later. T then starts calling on S to ask them a question. Questions can be simple Do you like X questions, since they are first year students. Since it is the first day, T can go through the roll list. T can also ask S to stand up and raise their hand. T can randomly pick people. Anything is okay. As each S asks a question, T writes it on the board. Teacher can correct the question before writing it on the board or wait until all the questions are asked and on the board, and then correct once it is on the board, asking S for feedback whether the question is okay or not. | S answer questions based on answer choices provided by the teacher | S have chosen an answer for all the questions | T passes out the blank piece of paper. T says they will now give the students 3 choices for each question. T writes choices on the board. T tells S to write their choice on their paper. | T answers questions | T has gone through all the questions and S understand all the answers | T has students chorally repeat or shadow (either repeat after the T or say at the same time as the T) one question at a time, providing advice and feedback on any pronunciation issues that may arise. T after a dramatic pause (if necessary) answers each question. S who get the answer right are happy they know about their T, while those that don't feel ashamed. Continue until completed all questions. | T hands out homework | Students understand | T hands out classroom english translation homework, tells students to bring this, a notebook, scissors, and glue to class next week. | https://docs.google.com/document/d/1I8aVthoWnP3TTZ9PSy_58VHW6hlZPpTFb3uSIbzhdTc/edit?usp=drivesdk | https://drive.google.com/file/d/1AThmllRJd7-QMOBj2LPtetCj7Uluulor/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-04-11 | Introduction Quiz | Jason Packman | Brandon Lindsay | JHS1, JHS2, We will use for JHS 1 and 2, but essentially can be used for anyone | Listening, Speaking | OTHER | Forming Questions | Self Introductions on the first day of class | A blank piece of paper for each student | Students ask the teacher one questionn | When students have all asked a teacher one question | T walks in, writes numbers from 1 to how many numbers of students are in the class on the board. T needs to leave space under each question for answers they will write later. T then starts calling on S to ask them a question. Since it is the first day, T can go through the roll list. T can also ask S to stand up and raise their hand. T can randomly pick people. Anything is okay. As each S asks a question, T writes it on the board. Teacher can correct the question before writing it on the board or wait until all the questions are asked and on the board, and then correct once it is on the board, asking S for feedback whether the question is okay or not. | S answer questions based on answer choices provided by the teacher | S have chosen an answer for all the questions | T passes out the blank piece of paper. T says they will now give the students 3 choices for each question. T writes choices on the board. T tells S to write their choice on their paper | T answers questions | T has gone through all the questions and S understand all the answers | T has students chorally repeat or shadow (either repeat after the T or say at the same time as the T) one question at a time, providing advice and feedback on any pronunciation issues that may arise. T after a dramatic pause (if necessary) answers each question. S who get the answer right are happy they know about their T, while those that don't feel ashamed. Continue until completed all questions. | T asks S questions | When all the students have answered a question | T asks all S to stand up, asks S one question from the board. First S to raise their hand answers and then can sit down. Repeat till all S are sitting. | https://docs.google.com/document/d/1YA7VvXTELCbWuFzx87c4NOlf9YqmLwzF3etET0HnTkI/edit?usp=drivesdk | https://drive.google.com/file/d/1sc4kknhD66exhk2Y6A_yg2U8jPQU07Jt/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2018-04-10 | First Lesson (Thawing the Ice!) | Mei Ataka | JHS3 | Listening, Speaking, Writing | Prepositions | Introduction Themed lesson | iPads/ Powerpoint/ SpongeBob Video/ Script | https://drive.google.com/open?id=1S4ipkxOCo35i3vgcN29meXhVowd7M4ar, https://drive.google.com/open?id=1d0dNb7baPh_btgKp_r4bmpGschs0Qt_Z, https://drive.google.com/open?id=1T2OkJpJ7BVpfr7IEeV6Dmri8L0_ZW60i | Greet Students and make them come up with rules for the class | When students have come up with some rules that will be followed over the academic year | They can generate these ideas in Japanese and then these can be translated into English | Dub the Spongebob video | When all students have sent in their videos on LoiloNote | Learn how to ask for directions | All students can smoothly and naturally ask for directions | Most people here can ask for directions, but have a hard time comprehending the answers | Learn how to listen to directions given | Completed when the listening activity is completed on their Ipads. | https://docs.google.com/document/d/1iGQNCV6RDxYpIo1kaCWcmvSAvTf7dFte1R3PZfwK4Jg/edit?usp=drivesdk | https://drive.google.com/file/d/10OU1PSHX4oHv-_Vobyis_FnCEO0XKBse/view?usp=drivesdk | |||||||||||||||||||||||||||||
| 2018-04-09 | JHS2 #1 2018/19 Auxillary Verbs | Jenny Willett | JHS2 | Listening, Speaking | OTHER | Auxillary verbs | photocopies of pg 183 dialogue from New Treasure 1, listening quiz handouts, connect 4 game handouts | Jenny ONLY: model a short conversation about the vacation with the JTE, ask students about their spring vacation and get them to have a short conversation in pairs. Call on some students to share. | Students have had a short conversation in pairs and some have fed back to the class. | JHS1 grammar review, simple past tense etc. | Joshua ONLY: 5m self introduction, get students to ask some questions and make it interactive if possible. | When the students know a little about their new teacher and have been able to ask a few questions. | There's only about 5m for this as the JTEs want us to cover a LOT of material before midterms in the first 4 lessons. | BOTH Jenny & Joshua: pass out the listening quiz, read through the questions aloud with the class, read the New Treasure pg 183 dialogue with the JTE twice at a fairly natural speed. Repeat a third time if necessary. Students complete the listening quiz after they listen the first time Students check answers with a partner briefly, then call on a few students to share answers. | When students have listened to the dialogue and attempted a quiz. | Don't give students the handouts with the dialogue, just the listening quiz | Distribute the dialogue handouts, go through the dialogue with the students, ask the questions again if they couldn't answer them without the text in front of them. | When students have better understood the dialogue (they've studied it previously so should understand it). | This should be fairly short- 5m. | Controlled speaking activity: students play connect 4 in pairs, get students in pairs, demo the game with the JTE and get students to play together. Students play rock, paper, scissors, the winner goes first. They choose a space on the board according to connect 4 (4 in a row) rules, so the bottom row is first. Their partner reads the question aloud and the player gives an answer aloud. Students continue playing even if one gets 4 in a row, this means they should fill the whole 15m. | When students have spent 10-15m playing a controlled speaking game. | This game is really useful and students enjoy it, the first time takes a while to explain, but as we use it regularly it's worth making sure they understand properly. | Communicative activity: students brainstorm in pairs, half the pairs in the class think of auxillary verb questions a waiter might ask ('May I take your order?' 'Can I help you?' etc) and sentences about a waiter ('He has to give the customer her food.'), the other half of the class write about questions a customer might ask ('Can I have some water please?') or sentences about the customer ('The customer must pay for the food'). Students are called on by the JTE after a few minutes to share what they came up with. | Students have independently generated auxillary verb sentences and fed back to the class. | New Treasure 1 page 183 | https://docs.google.com/document/d/1iXjhUtAriqF_d4amq87vR95uVop5z3JM2QEQ9W72YJ8/edit?usp=drivesdk | https://drive.google.com/file/d/1nbpa9GVVjZBj9g1bOJYVlqh6mJsXwHl_/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-04-05 | Introduction Lesson (J2 & J3) | Necole & Adam | JHS2, JHS3 | Listening, Speaking | OTHER | Self introduction, favorites and likes. | Handouts, markers for name tags and ball for game. | https://drive.google.com/open?id=17XbFu0amY2fpx8Hme5OmlZ_wuyIWRcXX, https://drive.google.com/open?id=1RctdJrOLBuFSw2u9P0SW4mtzNIwx4Z7M, https://drive.google.com/open?id=1MBGtgNk7XXRy7IqlFGMrkOQVlrFQMCl8 | Necole & Adam will do self introductions. | Written questions and Japanese questions accepted if students are shy or unable to ask in English. | No further questions for Necole or Adam. | Distribute Let Me Introduce Myself worksheet and talk students through as needed. | All students have completed worksheet. | Independent assistance given as required. | Distribute blank paper and students make name tags. | Everyone has name tag in front of them with correct romaji. | Romaji will be corrected and new paper provided if needed. | Play ball game in a circle. | Lack of interest or after 10 minutes. | Vocabulary changes (What's your name, favorite things and likes) | Explain classroom rules and classroom English, listen / repeat. | Students have an understanding of rules from worksheets. | Final questions and Farewell students. | Bell | Order of lesson is flexible. | https://docs.google.com/document/d/1GBKW0xexXTe9KkKHzonAqm2UYoUWZwoM167Xnd4uEFY/edit?usp=drivesdk | https://drive.google.com/file/d/1Xoq7SiBgBeCeOiVwahGX3Nsk27LI4KBF/view?usp=drivesdk | ||||||||||||||||||||||
| 2018-04-05 | Introduction Lesson (J1) | Necole & Adam | JHS1 | Listening, Speaking | Introductions, meeting new people, ice-breaking | OTHER | OTHER | Introductions | Favorites and likes | Print and copy worksheets, bring a ball, markers for name tags and blank paper for each student. | https://drive.google.com/open?id=18mvUWIB29ruRHZkB6vhLeWKSKXCKLcBG, https://drive.google.com/open?id=15_uNajr8Qev21WIOHZ9YhjqXl5abNKB7, https://drive.google.com/open?id=1mw-iAP-eR0G-QnVwWDbze2do7NakL78w | Necole's self intro to students, Necole asks if students have any questions. | Students have no further questions for Necole. | Written questions and Japanese questions accepted if students are shy or unable to ask in English. | Adam's self intro to students, Adam asks if students have any questions. | Students have no further questions for Adam. | Distribute All About Me worksheet and talk students through as needed. | All students have completed worksheet. | Independent assistance given as required. | Distribute blank paper and students make name tags. | Everyone has name tag in front of them with correct romaji. | Romaji will be corrected and new paper provided if needed. | Play ball game in a circle. | Lack of interest or after 10 minutes. | Vocabulary changes (What's your name, favorite things and likes) | Explain classroom rules and classroom English, listen / repeat. | Students have an understanding of rules from worksheets. | Final questions and Farewell students. | Bell | Order of lesson is flexible. | https://docs.google.com/document/d/1V9YH2CC6Hp1aU6T1u9kA5O3oohg3JDTpRxI8UhgCLgQ/edit?usp=drivesdk | https://drive.google.com/file/d/1zvY8fUbRW0F7g0I-2Hmx9hH6qIRZVfin/view?usp=drivesdk | |||||||||||||||||
| 2018-03-29 | New students welcome seminar | Adam McDougall | JHS1 | Speaking, Writing, Introductions and meeting new people | OTHER | New friends | Games, toys, poster sized paper, colored pens, colored prints for collage | Introduce self to students. Form a circle. Pass a ball around. Each student asks the next in the circle ‘what’s your name’ and passes the ball. The next student answers. Repeat with what elementary school they attended. These students will be attending school with students who have studied together for six years so the focus of this session is them getting to know each other. | All students have spoken. | English games. Ask the students to form groups of 3 and give each group a game to play. | Allow 30 minutes | Many of my games were too difficult and I subsequently allowed them to play trump. | Posters. Students form groups of 4. Each group chooses a theme; fruit, characters, music and designs a quadrant of the poster and writes a self introduction. | Students posters are completed and they are ready to deliver self-introductions to classmates. | Poster design will be completed over two days. Before oral presentations | School tour | Complete after walking the students around the school. | Presentations. Students show their posters to the class and read/ explain what the have written about themselves. | All students have presented | I asked the students to repeat their presentations in Japanese after English to help them find shared interests. | Outside play. Take the students outside and kick a ball. Throw a disc. Blow bubbles or sit and chat | Let them form groups and play. Complete based on time. | By this time the students had formed small groups and played together. I asked one or two students to join a group near to me as they seemed lost. They all seemed to enjoy themselves. | https://docs.google.com/document/d/15mzNeeKrY7xdK0FHAn1hPix-a_9AWeI4TtlXgoiKg24/edit?usp=drivesdk | https://drive.google.com/file/d/1xpwEas4Srgxzaaracv0G4PzGjd34xmJY/view?usp=drivesdk | ||||||||||||||||||||||||
| 2018-02-23 | English is totally not my least favorite subject 🙂 | Laura Gonzalez | N/A | JHS1, JHS2, JHS3 | Listening, Speaking | Adjectives | OTHER | OTHER- Superlatives | Likes/dislikes; Favorites/Least favorites | The teacher should cut up the cards for the lesson so that the students can draw the cards from two stacks. It's also recommended that teachers keep the card stacks in either envelopes labeling them, or color coordinating the paper clips or bands used to keep them together so that they don't get them mixed up. Also, it would be a good idea to tell the students to not mix up the cards so it's easier to keep them organized and separated. | https://drive.google.com/open?id=1uQznnVo0WNZyHR_4sRl2xl8MeMV9vi0B | https://drive.google.com/file/d/1pQPEO9vjGjqyZF9l-IEzzfvvYL5WQK5H/view?usp=sharing | Favorite introduction | Students have been introduced to "favorites" | Draw some foods on the board. Rank the foods going from #3 - #1 emphasizing that #1 is the best. Make a sentence using the food (e.g. Pizza is my favorite food). Do a couple of sample sentences using ~ is my favorite. Pair up students and have them take turns making sentences. Call on random pairs of students to do what they practiced in pairs out loud. | "What's your favorite food?" practice | Students have finished practiced using "What's your favorite food?" | Write "What's your favorite food?" on the board. Read, and have the students repeat after you. Ask any of the students the question, have them answer, and write the answer on the board. Pair up the students and have them practice asking/answering the question. Call on random pairs to do what they practiced out loud. | "What's your favorite _____?" | Students have practiced asking/answering the question on the board | Erase food, and have students say some things that they could insert after favorite, and write them down on the board. Choose a couple of the nouns that the students said, plug them into the sentences, and have the students repeat after you. Break the students off into pairs, and have them practice asking/answering the questions. Call on random pairs of students to do what they practiced in pairs out loud. | Least favorite introduction | Students have been introduced to "least favorite ~" | If you didn't erase the three drawings from the board earlier, just reuse those (If you did erase them, just draw 3 new ones). This time though, instead of pointing out #1, point out #3. Tell the students that this is your "least favorite" and write that on the board. Next, make some sample sentences using least favorite (e.g. Sato imo is my least favorite food, Math is my least favorite subject, etc). Write some topics on the side of the board. Pair up students, have them each pick two topics and tell their partner their least favorite thing in that topic. Call on random pairs of students to do what they did in pairs out loud. | "What's your least favorite ~?" | Students have practiced using "What's your least favorite ~?" | Write the question on the board. Read and have the students repeat after you. Have a student read the question to you, answer, and write that answer on the board. Pair up the students and have them practice asking/answering the question. Call on random pairs of students to do what they practiced in pairs out loud. | Favorite/least favorite game | Students have practiced asking/answering question about their fav/least fav things | Tell the students they are going to do an activity in a group. Tell them that they will get two sets of cards. The students need to draw one card from each pile and put them together to make a question (eg. Favorite/food- What's your favorite food?) and ask all the members of the group. Group up the students and hand out the cards. Make sure that students understand the rules. | N/A | https://docs.google.com/document/d/1VAXBWI7Vrbdknb2PlSCu2K0c4VlAjqIOw9eVyg53rE0/edit?usp=drivesdk | https://drive.google.com/file/d/1lhlX2S2pYPXfzOfbklICvqB0MFZyfjzu/view?usp=drivesdk | ||||||||||||||||
| 2018-02-23 | Do You Like Sushi? | Kim Stahl | JHS1 | Listening, Speaking, Grammar | Present Simple | Likes and Dislikes | Not much is needed, just follow the lesson plan | Introduce the question "Do you like....? and the answers "Yes I like/love..."No i don't like/hate....e | The students are able to understand the concept of like/dislike | Introduce the vocabulary to the studentss | The students can understand and use the new vocabulary. | Have the students do the task of asking their fellow students their likes and dislikes. | The students are able to report on their fellow students likes and dislikes | https://docs.google.com/document/d/1zuuHIaKLX_9PbuMi0fR57FHmq_1JzxAa03A8jv2w4y4/edit?usp=drivesdk | https://drive.google.com/file/d/1bysRvl5mPZQfS-81tXbLl2fY9aWc9x0i/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2018-01-26 | I like studying English 🙂 | Laura Gonzalez | Jason Packman, James Modlin | JHS1, JHS2, JHS3, SHS1 | Listening, Speaking, Pronunciation, Reading, Writing, Grammar | Gerunds & Infinitives | The theme of this lesson is likes. | Teachers should know whether or not they have a projector/screen/computer available for their use during the class. If not, they should print out the powerpoint slides as A3 flashcards. Teachers should also print out an A3 size sheet of the model sentences for the students, and an A4 or B5 size of the sheet the students will use to pull verbs from for the charades game. Also, the teacher should take some magnets with them in case there are no magnets in the classroom. | https://drive.google.com/open?id=1ZXUpaJCaMKCMdAQpmLwvCehp3GZoliju, https://drive.google.com/open?id=1zu2QYbr9NWU3PMJjBkndhYHHgBQRoqDn, https://drive.google.com/open?id=1Rz093i8lfEK8f1_eR09ty1J8814Qv3dZ, https://drive.google.com/open?id=13saPIji5b9iF8O0-F8h9gsQHA9w9FPqo | Sazae-san matching worksheet and powerpoint with vocabulary: https://docs.google.com/folderview?id=0B6JStFJkqFs3fnNyQWF2T0Eyc2ZOc0swOVRuQjhsTHJMOXkza3JBZm5tQlhuVVRwVzBUTkE&usp=docslist_api Family presentation template: https://drive.google.com/open?id=0B6JStFJkqFs3a2tuRDh6TUltTVE List with actions: https://docs.google.com/document/d/1TYfLJuNnz1hAfCm7H__Xm6R9ahjok4q6WIjM6g7wEQQ/edit?usp=sharing | Vocabulary introduction | The teacher has introduced the vocabulary to the students | Go through each of the vocabulary words in the slides and read and have the students repeat after you. Show each of the slides again, this time having just the students read the vocabulary words on their own. | Charades | Students have played charades using the vocabulary just learned (and some additional vocabulary as well). | Tell the students that the class will be split into two groups and have to try and guess the actions of the person at the front, and if they do so correctly, they will get a point for their side. Do a couple of sample actions and have the students try to guess by raising their hands when they have the correct action. Write a chart to keep track of points on the board. Tell the students that they can choose from any of the actions on the sheet in front of them, and let them know that there will be some words that were not covered in the vocabulary moments prior. You can either do all of the actions yourself, or you can have the students take turns doing the actions by calling students from a different side time each time. Write the points on the board as the students win them. Count the points and announce the winner. | What does (name) like doing? | Students have been introduced to "What does (name) like doing?" | Draw Sazae-san on the board. Write something in the present progressive e.g eating pizza. Ask the students what sentence says and have them read it out loud. Next, draw a heart on the board next to the text and say "She likes eating pizza" and have the students repeat after you. Draw one more Sazae-san character (this time male) and repeat the above process. Write "What does (name) like doing?" on the board, read and have the students repeat after you. Have the students ask you the question for either the girl or the boy, and then answer using the hints written below the pictures. Split the class in half and have one side of the class ask about 1 person and the other side of the class ask about the other person. | What does he/she like doing? extended practice | Students have finished the Sazae-san ~ing worksheet | Hand out the Sazae-san worksheet to the students. Tell the students that they need to match the pictures with the activities. Tell the students though that they will be working in pairs. Do a sample run of this activity with a student. Have a student ask you "What does Sazae-san like doing?" and then you will say Sazae-san likes ~ing (~). And instruct them to draw a line connecting Sazae-san with the activity you just stated. Make sure that students understand what they are supposed to do well before they commence the activity. After all the students are finished, they should have separate answers, so you can't check the answers as a class, but you can call on random pairs to do what they practiced in pairs out loud. | "Presentation" | Students have finished writing about two members in their family | Tell the students that you are about to hand them a worksheet where they will fill out information about two of their family members. Take out your sample sentences and either write them on the board, project them using the projector (put the A3 copy on the board using magnets) Read of the sentences and make sure that the students understand the sentences. Hand out the papers to each student and have them work on their worksheets If time allows, pair up the students and have them take turns reading their sentences to each other. | N/A | https://docs.google.com/document/d/1J3HfPWqxR7t1tXxFMtRnZ9AmTAEEwMEt_gtiPjp2ZQI/edit?usp=drivesdk | https://drive.google.com/file/d/1pe1HMWZD5GVz1hSxt4xYf-6quvxad6E8/view?usp=drivesdk | |||||||||||||||||||||
| 2018-01-26 | But I Don't Like Vegetables | Kim Stahl | JHS1 | Listening, Speaking, Pronunciation, Grammar | Present Simple | Gerunds & Infinitives | Just follow the lesson plan | Introduce like and don't to the students by teiling them your likes and dislikes. Then et them to agree or disagree with you by saying Yes I like _____ or No, I don't like ____s | The students are able to answer Yes or No questions. | This is for the first lesson only. | Have the students state their likes an/or dislikes and have them ask the question "Do you like ______?" | The students are able to ask questions concerning like. | Again, this is for the first lesson. | he students have been introduced to the new vocabulary. | The students are able to use various vocabularies when asking questions. | Again for the first lesson only. | https://docs.google.com/document/d/132zlX26MC2pXAywcTgaTFQ63mnbm9GUZJ_i-d5gtMYU/edit?usp=drivesdk | https://drive.google.com/file/d/1obzxWjl6p0ly6Ce5QgUivuW8iBk1Q8Z3/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-01-23 | Irregular verbs | Adam Strauss | Adam Strauss | JHS1 | Listening, Speaking, Reading, Grammar | Parts of speech | 10 minutes | https://drive.google.com/open?id=1p0cz2ZfFZRF-DxdyFw_MvSEGYf9FM5BW | Review regular verbs and introduce irregular verbs. Show different pictures and have students match verbs to the pics. | Once all the students have successfully reviewed and understood the verbs on the worksheet. | Divide the students in pairs. There are 2 different worksheets (an A and B worksheet). Students ask each other "What did Snoopy do last night?"...Students will give the correct answers according to their worksheets. (See Worksheet) | Move on to the next activity when all the students are finished. | Students look at the 2nd page of the worksheet. Students will "janken". The winner asks the loser a question off of the worksheet. | Activity is complete when all the questions on the worksheet are asked. (See Worksheet) | Listening test | Students listen to a dialogue and answer TRUE or FALSE questions. | https://docs.google.com/document/d/1-d9Evqg3WZtYygzVSVS33Fa439lzg8qt_SlZ8M-rTJQ/edit?usp=drivesdk | https://drive.google.com/file/d/1YUsYkigPmNvSmAQDa7AhoQdXEMTH47-1/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-01-22 | 2017 EMK JHS Lesson1: Introducing Teachers and Students to Each Other | Jason Packman | James Modlin | JHS1 | Speaking | Present Simple | Vocabulary | 10 minutes | Teacher Self Introducdtion | S have listened to a brief self introduction by the teacher | Students ask a question to the teacher | All students have asked a question. | Have all the students stand up and have them ask T a question about themselves. Give a few examples just to get things started. Write the questions on the board. Continue until everyone has asked T a question. | Play Bingo | When students understood the answers to all the questions on the bingo sheet. | Pass out the Bingo paper and have the students writes numbers 1-16 anywhere they like. Next, go over the questions one-by-one and give examples. Give many examples! You can even make it multiple choice if the students are really struggling. It's the first day, so don't make it too hard. Continue going over each question until finished. Then play Bingo. If there's any time left over you can ask students some of the questions and have them give their answer. Or you can have them ask each other by putting them in pairs or small groups. | https://docs.google.com/document/d/1wmfEpAhCYapr9nlKuvVhOiaHk2_6fd-yT1rLRR94iH4/edit?usp=drivesdk | https://drive.google.com/file/d/1ovTHPwwCCEpyYJdE5e1vHP-RKlSec7Ya/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-01-12 | Are you going to? | Adam Strauss | Adam Strauss | JHS2 | Speaking, Pronunciation, Reading, Grammar | Future Forms | 5 or 10 minutes to print and review worksheet | https://drive.google.com/open?id=1lxnHs_fvwx33sf7wUgPPNpDRehsc58jV | Review different tenses with the students. Most students should be familiar with the tenses. | When all students understand the tenses. | Students pair up and give each other 3 different hints about when they are going to do an activity. The first student to correctly guess the answer is the winner. (see worksheet) | When all students have completed the activity. | Have students walk around the classroom and ask each other random questions on the worksheet. The students are trying to get a BINGO on their worksheet. (see worksheet) | Activity is completed when half of the class has at least one BINGO. | Students play a board game (see worksheet) and ask each one another "What are you going to do (after school)? | Activity is completed when most of the students have reached the GOAL on the board game. | https://docs.google.com/document/d/10Qfdx55DmgCaUfs0dtGK48vdNIdiI2NC5HXcLHUaeQ0/edit?usp=drivesdk | https://drive.google.com/file/d/1UXYI_NL5aTu-S5LFT3E9Q7Jg8a45OiLM/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2018-01-11 | New Year's Current Events Quiz (2017) | Leigh Bitossi | JHS1, JHS2, JHS3, SHS1, SHS2, SHS3 | Listening, Speaking | OTHER | Takes a few minutes to write the points from 10-100 for each category on the board. | https://drive.google.com/open?id=19HLDbau-mP41yZZ7nJYDSL3Fq4zy3Gou | For each category, write 10 - 100 on the board. Have students do this to speed up process. Explain that 10 point questions are easy, while 100 are difficult. Divide the class into teams. When answered correctly, award the team the points and ask them to choose the next question. | When students choose and answer a question | n/a | n/a | n/a | n/a | https://docs.google.com/document/d/1VyFfXPD7VBrASNzLbrLPi--TKaBbZJze0OlP0HVolAM/edit?usp=drivesdk | https://drive.google.com/file/d/1z5tzqSshNamo3Xs97KVAHyYPod42G99W/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2017-12-15 | Where Are You Going to Go? | Kim Stahl | SHS1 | Speaking, Grammar | Future Forms | OTHER | There is a focus on verbs. | Travel based | A list of verbs may be helpful. | Introduce the various future forms. | The students unstand there is more than one way to talk about the future. | Introduce "going to" and verb | The students understand that a verb must follow goingto. | Plan a trip | The students are able to ask and answer questions about a short trip. | Give the students 20,000 yen | The students answer with going to and the correct verb. | Role Play | The students work in pairs to plan a vacation. | https://docs.google.com/document/d/1UpBDyZgejA_GEjoBCBoYZQDoP1rV21En6FltSUGCqCs/edit?usp=drivesdk | https://drive.google.com/file/d/1UHba9PpUCzOLae4XnqVoZ8LLiwPdQhfg/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 2017-12-15 | Got any plans for the holidays? | Laura Gonzalez | SHS1, SHS2, SHS3 | Listening, Speaking, Reading | The main focus of this lesson is speaking. | OTHER | The focus of the lesson is the transitive/intransitive verb want. | This lesson is holiday theme. The holidays specified are New Years and Christmas, but I think the lesson can be adapted to other holidays throughout the year. | It should take around 20 minutes max to print out the card sheets, cut them up, and organize them so that each group has 2 sheets of cut up cards. | https://drive.google.com/open?id=18R4jXzf5eel2rXfyvGImBvdQxuDBJW1W | https://drive.google.com/file/d/1l3b628_2j_NeXr3nbt1sdPtasxa_eNNo/view?usp=sharing | "What do you want to do ~?" introduction | Students have been introduced to the target language | 1. Write "What do you want to do ~" on the board. 2. Insert a time in the blank (e.g. What do you want to do tomorrow?"). 3. Read, and have the students repeat after you. 4. Have the students read again once more, having them ask you the question this time. 5. Answer and write the answer on the board (e.g. "I want to go to Miami"). 6. Pair up the students and have them practice asking/answering the question on the board. 7. Call on random pairs of students and have them ask each other do what they practice in pairs out loud. | "What do you want to do for Christmas?" practice | Students have finished practicing asking each other about what they want to do for Christmas | 1. Ask students what holidays are coming up in December, and write those down on the board (it is assumed that this lesson is being done around Christmas/New Year's and those will be the only major holidays the students should say. This lesson could be used for other holidays though.) 2. Next, underneath the first sentence after to do, write "for Christmas". 3. Read the question altogether and have the students repeat after you. 4. Next, have the students ask you the question, answer, and write the answer on the board. 5. Change the pairs of the students and have them practice asking/answering the question. 6. Call on random pairs of students and have them do what they practiced in pairs out loud. | "What do you want to for New Years?" practice | Students have practiced asking each other about what they want to do for New Years | 1. Repeat the same process as above, but for New Years. 2. Change pairs and have students ask each other the question on the board. 3. Call on random pairs of students to have them do what they practiced in pairs out loud. | Holiday concentration game | Students have practiced asking each other about their holiday plans using the concentration game | 1. Tell the students that they are about to play a game. 2. Tell them that the rules of the game are that they need to first spread the cards out on the desk face down, and take turns flipping up 2 cards. If the two cards don't match, then they need to put the cards back down and shuffle all the cards again. If the cards do match though, then they need to use the phrase on the card to make a question (e.g. "What do you want to do next weekend?") and ask all the students in their group. 3. The students with the most pairs wins. | N/A | https://docs.google.com/document/d/12Eu-DR833_9AIjG07WO432ByhupVZJ6296h8ogMbhpQ/edit?usp=drivesdk | https://drive.google.com/file/d/171-pr2TjC4r_GJy8UEcnvO3SL1SyPcZp/view?usp=drivesdk | |||||||||||||||||||||||
| 2017-12-12 | Introduction to 3rd Person | Benjamin Kunde | Benjamin Kunde | JHS1 | Listening, Speaking | Using 3rd Person with verbs | Stative Verbs | Present Simple | 3rd Person with verbs that describe doing activities (ex: he plays tennis) | IWB software + worksheet for each class (likely 30min-1hour) | https://drive.google.com/file/d/0B8hMq6D8zGYhcHQzWFRtNkFoWGs/edit?usp=sharing https://drive.google.com/file/d/0B8hMq6D8zGYhemdLUnVvVFNFZ0k/view?usp=sharing | Vocabulary and grammar pattern explanation | for this first step we heavily implemented the IWB (a selling point of the school, therefore its use in lessons is highly encouraged.) These presentation-like listen and repeat run throughs were usually in the form of a PowerPoint, paint document, fireworks document or the IWB's software called Active Studio. As Andy was the more tech-savvy of the two of us - he would man the computer and together we would come up with visually stimulating and all-emcompassing walk-throughs. | IWB software seems to be specific to school | IWB word/pictures-based prompts | Next step was IWB picture or word based prompts for individual students (students who volunteered, as well as students chosen at random) to construct sentences using the target language (vocabulary and grammar pattern/ sentence structure.) These prompts would start off quite obvious and become more and more vague - covering all levels of the spectrum (easy - challenging.) | Language reinforcement | Next step was using their newly learnt English through a worksheet. The worksheet usually comprised of a short writing component first then a group discussion or verbal vox-pop component last. | Random student questioning | Next we would have everyone return to their places and Andy and I would ask random students how other students they questioned answered (from Jnr high 1st grade 3rd term onward - we'd have them answer in the 3rd person pronoun form: he/ she/they .....) They then submitted the completed worksheet for the j-side teacher to file. | Game | Finish with a game, such as Pictionary, Scategories, Hangman, etc. | https://docs.google.com/document/d/1IjxSFt9HDZx_X4eML_dyrnhwphb8vH33AB7rwMhdXts/edit?usp=drivesdk | https://drive.google.com/file/d/1-upaBRXuslwbaOpVzdu5F3m7Y7I9rehE/view?usp=drivesdk | |||||||||||||||||||||||||
| 2017-12-08 | Holiday Speeches | Grant Backes | JHS3, SHS1, SHS2, SHS3 | Speaking | Speeches | OTHER | Speeches, Holidays | Need to print of two different papers for students. | https://drive.google.com/open?id=1GoDB76p6sc0mmlTH4Al4XoOTRVdaP0nt, https://drive.google.com/open?id=1lTWPyV2b3Bdn1Pjbut5kpy1hWcprr2cN, https://drive.google.com/open?id=1QhDuVS9t5AeYeC-NkvlRlUTNqduXqVrg | review questions in past tense | Ss have listened to a conversation using the grammar. | Ss work in pairs and prepare speeches about their partner | Ss have asked all questions and have prepared a speech. | Ss work in small groups, giving a speech about their | all Ss have given a speech. | https://docs.google.com/document/d/1qxk54-I42dc9FS-bR77I42vzd8mSRddJ5zBfdQ0J9v4/edit?usp=drivesdk | https://drive.google.com/file/d/1Lp_QGz1y6kEaQeOOMDrj58XNQ0cRyGVR/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2017-12-08 | How To Make Food | Grant Backes | JHS3, SHS1, SHS2, SHS3 | Speaking, Writing | Processes, Presentations | OTHER | Writing, Presentations, Processes | Food | No materials | https://drive.google.com/open?id=1Lkzf1CBSPRD0Xqcu5r2Zhffd3V-dtGbM | teach relevant grammar | Ss understand the grammar. | Ss work in small groups, writing | Ss have completed their presentations. | Ss give group presentations to the class | All groups have presented | https://docs.google.com/document/d/1z0BupCv56XGW3LPmpNYj37UOlfZLf6ugVEWw7ipK_iU/edit?usp=drivesdk | https://drive.google.com/file/d/1Txa2wJzkWIggrJhKJzMKvU6y-TTSSIDi/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2017-11-27 | Prepositions | Adam Strauss | Adam Strauss | JHS1 | Listening, Speaking, Pronunciation, Reading | Prepositions | Worksheet (provided) and a ball & box for demonstating | https://drive.google.com/open?id=11D7CtA19o6cum1uie1PeebYyoM12-BP8 | Demonstrate simple prepositions using a ball and box. Have students repeat. | When students have a basic understanding of simple prepositions | In pairs, students ask where their personal objects are. ex; Where is your pen? | Completed when all the questions on the worksheet have been answered. | Students compare pictures on their worksheets and figure out if the objects are located in the same positions. | Completed when all questions on the worksheet have been answered | Students give their partner directions and have them draw a picture | Completed when each student finishing drawing a picture | https://docs.google.com/document/d/1wZX5FR45OLC2znyVUgyFOGCQoX5XHvoA130XbPTyuLU/edit?usp=drivesdk | https://drive.google.com/file/d/1aK0nlQGUa3nQU4mCFNkfX4Wk0xL23n0o/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2017-11-20 | First, you put your right foot in... | Laura Gonzalez | SHS1, SHS2, SHS3, This could potentially also be used with high level JHS 3rd students as well. | Speaking, Reading, Writing, Grammar | The focus of this lesson is on speaking and getting students to be able to explain different processes. | Adjectives | The main focus of this lesson is "first, second, next, last" etc. Ideally though, students would have at least been exposed to, and have practiced "I need to~". | This lesson does not have a particular theme, but it might be easiest to use "cooking" as a theme to clearly exemplify the step-taking process. | Teachers should take a look at the list of examples of actions and come up with a couple of steps for at least 2 or 3 of the examples in case the class is not very participative/does not have a lot of ideas on their own. | https://drive.google.com/open?id=1-0PoGWtpBrhWgHpATVB77PRYdu1WicHg, https://drive.google.com/open?id=12bgcVJMEdRMH9h-CAnz2TmKCUYccI9zV, https://drive.google.com/open?id=16Mahpys0wsQIkTDoCNH8gjp6A4Na_ZEi | Steps Introduction | Students have been given examples of how to break down lessons | Try to visualize the process of breaking down a process. Drawing stairs or ladders on the boards better helps the students to visualize the concept of sequence. | Sequence adjectives introduction | Students have been introduced to various sequence adjectives | *If you don't delete the various examples you wrote on the board beforehand, then you can use those as examples to show sequencing, as opposed to having to write a whole new slew of examples. | Steps worksheet | Students have completed the steps worksheet | Students might have different answers, and that's okay, just as long as there are no outrageous answers like: 1 Serve curry 2 Buy curry, onions, carrots, and potatoes | Steps in pairs | Students have finished coming up with some steps in pairs | Help students when coming up with steps. Make sure that their steps make sense sequentially before asking them "perform" it in class. Also, have students practice reading the steps after they finished writing the steps so they are not just there idly waiting for the activity to finish. | N/A | https://docs.google.com/document/d/1tUb-r9w5yOe-j-ByTj2XCP3EUNFTqSYF6IG8XF1SYqQ/edit?usp=drivesdk | https://drive.google.com/file/d/1QqXMjAYa_DG5hoX2_gl_F1DzQPIhoK-2/view?usp=drivesdk | ||||||||||||||||||||||||
| 2017-11-20 | Coffee Anyone? | Kim Stahl | SHS1 | Listening, Speaking, Reading | Vocabulary | You need to download a picture of an automatic coffee maker and make copies of the steps to making coffee. Should take about 10 minutes. | Read through the 6 steps of making coffee. Paying particular attention to the vocabulary. | The students can understand the vocabulary presented. | Once the students understand the new vocab, this should be easy. | Now, explain the process itself as listed. | The students understand that things must be done in a sequential order | The students will explain the steps needed to make a pot of coffee. | The students will stand and expain the steps involved to the class. | https://docs.google.com/document/d/1t4zU69QWlOOzz-k6m8pkdr0X7Rqn2tOoj_VzxkLTqto/edit?usp=drivesdk | https://drive.google.com/file/d/1MSQTK8dvAAmqfALRxElr9ZU8dOKW6nqM/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 2017-11-13 | What can you do? | Adam Strauss | JHS2 | Speaking, Reading, Grammar | Sentences | 5mins with worksheet | https://drive.google.com/open?id=1REFOGJFVL0QqmnECO-zcALEPenjSCPPU | Students ask each other questions | When all questions have been asked | Students as the questions on the top of their handout. There is an "A" worksheet and a "B" worksheet | Practice the 2nd dialogue on the worksheet. | When all questions have been asked and answered | Students ask about different items at festival in Japan | Students add "What can you wear?" to festivals | When all 4 questions have been asked and answered | Students ask each other "What can they do at festivals?" Students must provide their own original answer | When each student answers an original answer | https://docs.google.com/document/d/1WLPMNVS_rsFRXo3U7qyIKca-_FDR92xLqDtqJf_VSt8/edit?usp=drivesdk | https://drive.google.com/file/d/1aA_wQEqXVDGeerWmq-hL2DzAJuCVcaAw/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 2017-11-13 | Requesting and Offering | Adam Strauss | JHS3 | Listening, Speaking, Reading | OTHER | 5mins: See attached worksheet | https://drive.google.com/open?id=1-pQNPJ-rT2RbzDxynuTAecJxkAOFhq2H | Students practice offering and requesting | When students are able to comfortably offer and request and item | Students roll the dice and answer according to the number rolled | offering and requesting Boardgame | When all cards are drawn | Students draw cards, look at the picture, and create a sentence using the picture | Listening test | When all answers are completed | https://docs.google.com/document/d/1uyc-tYFrg7NBOD-VJnr7sW3Hzkb0uUsC4u1f0MEZDP8/edit?usp=drivesdk | https://drive.google.com/file/d/1HYRGfatY-Ktf9syNNu6cXwCl0LZX22JB/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2017-11-12 | Introducing Relative Clauses | Leigh Bitossi | Leigh Bitossi | JHS2 | Listening, Speaking, Grammar | Describing people, places, things | OTHER | Relative Pronouns and Relative Clauses | People, Places, Things | About 20 mins | On the board write up an example sentence to work on as a class. "The Playstation is a machine." Explain that this sentence is pretty simple and doesn't tell us much. Try eliciting some more information. What is the Playstation? What does it do?What does it look like. Eventually, we might be able to come up with something like, "The Playstation is a machine that/which plays games. | When students can identify and use the correct relative pronoun to describe a person, place, or thing. | Listening - "Guess Who/What?" Game. Read out a description. Like, "This is something that I use everyday." Explain to the students that they'll need to ask questions to get further hints. The questions have to be more or less "Yes/No" type. Initially, write any useful questions on the board that students come up with. Good ones are, "What colour is it?" "What shape is it?" "Is it a man or a woman?" and so on. For lower levels, or kids who just aren't getting it, it might be a good idea to write these questions up on the board for all to see. Once the students have found the answer to the first question (train), move onto people. Try choosing famous personalities that the students will probably know with a little bit of questioning. Later, choose students to come up and think of a person/thing themselves. | When students can determine what the object/person is using simple yes/no questions. | N/A | N/A | https://docs.google.com/document/d/1b5sVDBnTbpHaOFofXwQykWdzc2qd_Jy3N1Cel2zRw4M/edit?usp=drivesdk | https://drive.google.com/file/d/1rJg5LY77gH_apbsGZ0kdVpY5LNWnItKH/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2017-10-26 | Monster Mash (Halloween) | Jason Packman & James Modlin | JHS2 | Listening, Grammar | Vocabulary | Halloween | print out the vocabulary flash cards and worksheet; prepare the CD/mp3 with Monster Mash; TAWT ~5 minutes | https://drive.google.com/open?id=0B6JStFJkqFs3UWRsLU1YLTZ3aDQ, https://drive.google.com/open?id=0B6JStFJkqFs3NzhfQjRWQS1vUEU, https://drive.google.com/open?id=0B6JStFJkqFs3RG9mMkpXZEkyQlk | Use the flash cards to teach today's Halloween vocabulary. | Students have learned Halloween vocab. | Hand out the paper with the Monster Mash lyrics. The first three verses are scrambled and the students will have to listen (and/or deduce) the correct word order by listening to the song. | Students have listened to Monster Mash and unscrambled the sentences. | Criss Cross game | Students can answer hints about monsters. | All students stand up. The teacher reads the first hint and one volunteer can answer the question. After answering, that student can indicate which direction he'd like the students in his row (up/down or left/right) to sit down. Continue until one row is left standing, and those students have to answer a question, "What is the scariest monster?" Play twice if time allows. He drinks blood - Dracula They eat brains - zombies He wears bandages - mummy He is very hairy - (were)wolf They say "Boo!" - ghost | https://docs.google.com/document/d/1jMHQ75t6PhrgIpcoag4XfF7Ja2vHMMIuD_nNz9waKII/edit?usp=drivesdk | https://drive.google.com/file/d/0BwnWueZd3WC1VEtmUk53RGFGYWs/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 2017-10-23 | Countable/Uncountable Nouns | Leigh Bitossi | JHS1 | Listening, Speaking, Grammar | OTHER | 20 minutes | kmmk | kl | jkj | kmk | mkk | jno | https://docs.google.com/document/d/1GK6cgZeRW2lHqh5BLX-u4wtRgx2yNz8MPOYnP7491-U/edit?usp=drivesdk | https://drive.google.com/file/d/0BwnWueZd3WC1UU56ck1Bdk5fclE/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 2017-10-23 | Countable/Uncountable Nouns | Leigh Bitossi | Leigh Bitossi | JHS1 | Listening, Speaking, Grammar | OTHER | Articles | Countable/Uncountable nouns | A word search puzzle. About 20 mins prep time. | Present Progressive Warm up | When students can individually answer basic present progressive questions | Call students at random | Elicit understanding of countable/uncountable nouns. | When students clearly understand the difference between countable and uncountable. | Make a list of common everyday countable/uncountable nouns | When students can think of 30-40 nouns and categorize them correctly according to countable/uncountable. | https://docs.google.com/document/d/1kimAaCTWa8QGCESTjQLdLA-RQ8CehT295Y7RTCvWY_g/edit?usp=drivesdk | https://drive.google.com/file/d/0BwnWueZd3WC1T0VZRDBnY2xoLUU/view?usp=drivesdk | |||||||||||||||||||||||||||||||
| 2017-09-12 | Gerunds & Infinitives | Leigh Bitossi | JHS3 | None | Gerunds & Infinitives | 1 worksheet for each student; Progress in English 2, Lesson 11(NOT ESSENTIAL) A chapter on gerunds and infinitives. Which verbs are followed by an infinitive, gerund or both. On page 143 of Progress in English 2, it's possible to see a list of example verbs like, decide, promise, give up, dislike, enjoy and so on. If the students have trouble coming up with suggestions, point out the examples in the book. Elicit any other phrasal verbs or collocations from the class. | https://drive.google.com/open?id=0B0j9szP7_JyWZG1Qd2NicXd0Z1E | ss familiarize themselves w/ gerund & infinitive forms | ss successfully allocate example verbs into 3 categories | Start off by writing "I like playing games" on one side of the board, and " I like to play games." on the other side. Ask the class if they know if one, or both are correct. Of course, in the case of "like," both are correct. From here, divide the board into 3 sections: one for gerunds, one for infinitives and one for both. Try to elicit from the class which verbs go into which category. | ss gap-fill the worksheet | teacher has confirmed that the worksheet is completed successfully | ss practice producing gerund & infinitives | all ss have produced a personalized sentence using either a gerund or infinitive | ss select from a list verbs on the board, and produce a personalized sentence with sufficient accuracy. | ss 1st review of gerund & infinitives | ss have all practiced using the TL | Dice game. Students review how to say what they like to play and eat Quickly review pattern I like to play _____ and I like to eat _____ What food does Namihei like? He likes lasagna. What sport does Sazae-san like? She likes baseball. Call up a student to the front to explain the rules In pairs, one student rolls the die No. 1-3 on the die, Ss says I like to play ____ No. 4-6 on the die, Ss says I like to eat ____ Then their partner writes next to that number He/She likes to ____ Go back and forth until all the lines on the sheet are filled in Ss play in pairs | ss final review gerund & infinitives | ss correctly use the TL | Write His hobby is ____ing ___ on the board. Show all the students a flashcard and ask "what is his hobby" Student who gets the sentence correct gets to try to make a basket with a ball | Progress in English 2, Lesson 11 (not essential) | https://docs.google.com/document/d/16AVKS_na2YYZhZdeP7VlKAdYG0kgEXQ2Gyt5raF6QKk/edit?usp=drivesdk | https://drive.google.com/file/d/0BwnWueZd3WC1VklTSW55QS1DT3M/view?usp=drivesdk | |||||||||||||||||||||||||
| 2017-09-11 | Past and Future Actions | Laura Gonzalez | SHS3 | Speaking | Questions | Past Simple | Future Forms | This activity is really just a warm-up to get the kids speaking English again after the long break. It works better with SHS3 as they will be going over the future after the game is over. | https://drive.google.com/open?id=0B0j9szP7_JyWXzVpRUlXTjFJTTQ, https://drive.google.com/open?id=0B0j9szP7_JyWWWhxZzAyTzJ0RGs | Drill the target language | ss have played the bingo game | Write summer vacation on the board. Underneath summer vacation write: "Where did you go?" and ask the students how to answer- then write that on the board. Pick a student to ask the teacher that question Repeat the above process with "What did you do", "What did you see?" and "What did you eat?" | Play bingo! | Students have played the bingo game | Explain the rules of the bingo game to students. (I usually let them go on for 10 minutes, or until someone gets 2 bingos. Nobody has gotten 2 bingos in 10 minutes so far, so I usually just end the game at 10 minutes) | Elicit future simple construction | Students have practiced asking/answering questions using the simple future | Delete the "did" part from the sample sentences written on the board (should then just have "What __ you do" on the board) Try and elicit "will" from the students, and then fill in all the missing spots. At the end of the sentences then write a blank line. Try and get the students to say some future times such as "tomorrow, tonight, next week, next month, etc. Break the students off into pairs and then have them ask each other each of the question. Emphasize that you want them to listen carefully to their partners' answers so they can answer what their partner said they will do/eat/see/go when called upon | ss have less-controlled oral practice of the target language | Students have practiced asking/answering questions using the simple future (using the die) | Explain to the students that they are to roll the die, and take turns asking each other questions using the simple future Break the students off into groups, give each group a dice and then have them do the activity for around 5 minutes, or until the bell rings | https://docs.google.com/document/d/1KAMRpODoAivTmgEj0GZ_Lta_UTAr7zwa5puxKG7jytQ/edit?usp=drivesdk | https://drive.google.com/file/d/0BwnWueZd3WC1YjdsbWdMSkhPMG8/view?usp=drivesdk | ||||||||||||||||||||||||||
| 2017-09-04 | Self Introductions | Jason Packman | SHS3 | Listening | self introduction | Vocabulary | OTHER | none, blank piece of paper | Students introduce each other | S says once sentence about their classmate | Tell S to interview their neighbor for one minute. When one minute is up, tell x studnet to stand up and demand one sentence about their classmate. | none | none | none | none | https://docs.google.com/document/d/15jzm0p36d0zgBL4j-jMyOtlbsd54VaaHDFqKD2UNd5A/edit?usp=drivesdk | https://drive.google.com/file/d/0BwnWueZd3WC1cWU2YzlXdVRtbWs/view?usp=drivesdk | ||||||||||||||||||||||||||||||||
| 5/25/2021 6:59:31 | Around Town | Jason Packman | Brandon Lindstay | JHS2 | Listening, Speaking, Pronunciation | Prepositions of place | Nouns | Maps | print out worksheets | https://drive.google.com/drive/folders/1IEQAc4oXWN3w4jDHWzezAm0F0Hqh16VH?usp=sharing | Introduce places around town | Ss know the names of various places around town | T asks S where they go on the weekend or after school. After eliciting some places, T uses flashcards to teach/review S some new words. T still tries to elicit the terms by slowly unveiling the pictures one by one | Students say what they do around town | S can say where they go to do something | S are given a sheet of paper with the names of places around town. S are told to write down what people do at those places. For example -- library -- read books, convenience store -- buy onigiri, school -- go to club, etc. After having some time to write down those hints, ask S to say those hints. Make teams; One S from one team reads one of their hints and one S from the other team has to guess by saying "You should go to a restaurant/museum." The S answering has ten seconds to answer correctly to earn a point for their team. | Review participle of place | S can say where they go to do something | T draws a simple map on the board. T reviews/teaches next to and across from to the student using the places that are on the flashcards | S find places on a map | S can tell their classmates where things are on a map | T draws a map on the board and writes the model dialog. "I want to buy a coffee where is the coffee shop." "The coffee shop is next to the bic camera" T reviews this dialog with the class. Then T divide S into A and B. As sit in one row. Bs sit in another row. T gives A students the A map and B students the B map. Then teacher makes pairs. T gives pair x minute to finish one conversation each -- A taking the lead the first time and b taking the lead. Then after time is up change pairs. then repeat three times with time interval becoming shorter and shorter! | https://docs.google.com/document/d/1DcFiGEwDz3YuyLeWYsiLlA8Mc3jmH-G3Ueefed2Y_6k/edit?usp=drivesdk | https://drive.google.com/file/d/1NxNbtycjqc95vBngA0GGTjxcAYdKtWNd/view?usp=drivesdk | |||||||||||||||||||||||||
| 6/3/2021 6:59:50 | Presentation Prep | Jason Packman | Brandon Lindsay | JHS1 | Listening, Speaking, Writing | Verb patterns | OTHER | Sentences that describe people for a presentation | Family Presentation | Print out worksheet | https://drive.google.com/drive/folders/12RCpu24KBonqlRqN_eH4oR2PwLL_qM0X?usp=sharing | Dictation | Students can write down and understand what the instructor says | T shows the students a presentation poster. T then does the presentation. T then passes out the worksheet papers. S listen and write down what the teacher says. Repeat for a second poster. T checks for meaning and comprehension. S write their own family presentation outline and then full sentences using the worksheet provided. T monitor and correct as needed. | Ball game | Students can say the sentences in the presentation | Teacher says one sentence from the worksheet, then passes a ball to a student, student then say their sentence, and pass the ball to another person. after a S says a sentence they can sit down. repeat until all students sit down | Introduce poster | Students can understand their homework | Pass out posters, explain presentation goals again -- Students give a presentation about two members of their family following the pattern dictated to them based on the language that has been taught to them this term -- which is what students have already wrote in the class in Action 1 This is my mother Her name is Ryoko She likes sushi. Her hobby is speaking English She does kendo. Teacher explains that for homework S need to make a nice poster using photos or drawings, memorize their presentation, and present in class in the next week. | https://docs.google.com/document/d/1DAvCYmRcl0j4nKlyOM22KkIuF-m36TruZphiwfylKDk/edit?usp=drivesdk | https://drive.google.com/file/d/1lMGk4f5wrkdEYMzexruuGJCIDUpBVzZ5/view?usp=drivesdk | |||||||||||||||||||||||||||
| 6/8/2021 6:52:39 | At the Zoo | Jason Packman | Brandon Lindsay | JHS1, JHS2 | Listening, Speaking, Writing | Nouns | Prepositions of place | Bring paper | Brainstorm animals | S have realized how many animal names they know in English | S are told to think of animals that are in the zoo. Elicit a few animals. Then play animal "shiritori" Break S into teams and have each team write as many animals as possible on the board. | Pictionary | Students can say an animal from seeing a few abstract lines written on the board | Play pictionary with the animals elicited in shiritori | Draw a zoo | Student can place accurately an animal on the page after their classmate tells them where to draw it. | T reviews next to, above, below to the right of, to the left of by drawing pictures of animals on the board. FOr example, "What's this?" "it's a rabbit" Yes, there is a rabbit. The rabbit is to the left of the tiger" "The tiger is above the elephant". Practice on the board then hand out a blank piece of paper to the students. Have students volunteer -- or volunteer the students -- to say a sentence describing where an animal is in the zoo in relation to another animal already there. Continue until the bell rings. | https://docs.google.com/document/d/1M40n7lupldKbJiXRdMzsyIxojec48ptkYYmllrzQdvU/edit?usp=drivesdk | https://drive.google.com/file/d/1GsRU6gTSc3S-SwroOF9-qQDIv7VDab53/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 10/5/2021 6:53:38 | Animal Comparatives Jeopardy | Brandon | Jason | JHS2 | Listening, Speaking, Grammar | Comparison (comparative and superlative) | Animals | Bring something to indicate students ready to answer | Pictionary | Ss are thinking about animals and their characteristics | * Divide students into four groups. T draws a picture of an animal. The first group to answer gets a point. Keep a list of animals on the board. * Transition to Ss or groups of Ss from each team drawing a picture. | Review comparatives | Ss can recall comparative structures | * Give examples of comparative sentences using the animals on the board, eliciting from Ss. | Jeopardy | Ss can quickly make comparative sentences that they've practiced | * Write categories for comparative words: longer, shorter, bigger, smaller, faster, slower. Then write four levels of point values for each category: 100, 200, 300, 400. * In previously formed groups, Ss take turns answering T questions by holding up an indicator, such as a stick or paddle. Qs take the form of "What animal is faster than a dog?" Example answer: "A cheetah is faster than a dog." The fastest S to raise their indicator paddle and answer the question correctly gets the most points. Other teams will have an opportunity to make their own sentence. * Use the animals from Pictionary. | https://docs.google.com/document/d/18L3G1DUQAeMb8DPkIIv25Sy05BULj5Vld9GrgqNDDi4/edit?usp=drivesdk | https://drive.google.com/file/d/1CtzBt1D375NRuLxlV3y3N3kumwnCZwPP/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 11/9/2021 6:07:54 | Poster Presentation Topic Intro | Brandon Lindsay | Jason Packman | JHS2 | Speaking | Comparison (comparative and superlative) | Nouns: Proper nouns | travel | Print out the worksheets and slideshows below | https://docs.google.com/document/d/1aY07lo9Im0ezcfjR42o46GxcS8gDsuRhpHtCaZYj0RI/edit?usp=sharing https://docs.google.com/presentation/d/1rwUoPT0uPLhy8AbBtUTJ7GbWXRWAkCaiUG3s_S1EIek/edit?usp=sharing | Introduce presentation topics | Students can understand what the presentation topics are | T goes through the presentation topic slide show, introducing each place | Quiz game using topics/comparatives | Students can make a comparative sentence based on two pictures of places in Japan | T makes teams, one from each team comes to the front, T shows S two pictures, students need to say which is farther or which is closer. "This is closer (to EMK) than that), FOr example, "Osaka Castle is farther (from EMK) than Nagoya Castle" Repeat many, many times. Keep track of points | Students choose a topic | Students can choose a topic | student who can correctly make a sentence can choose their topics first. if time runs out, they can freely choose the remaining topics | https://docs.google.com/document/d/1bjKJHBFQID4aVrQAfG9aDHW2gutTR41d67HRSJhbDco/edit?usp=drivesdk | https://drive.google.com/file/d/1k7VB9ToqDnDy_qnhSXAOW1JVtK270ghC/view?usp=drivesdk | ||||||||||||||||||||||||||||
| 1/17/2022 10:01:14 | Learning how to say dates | Jason Packman | Brandon Lindsay | JHS1 | Listening, Speaking, Pronunciation | Numbers: Ordinal numbers | Nouns: Proper nouns | Have a list of holidays ready | https://docs.google.com/document/d/1WVnrZ84ifGaHCLU5_WNJUqJDULYiv4EjPVlHwaRJ3XM/edit?usp=sharing | Ask Students what they ate yesterday | When students can answer the question | Have students stand up. When they can say what they ate yesterday using the past tense they can sit down. | Review the months | Students can say the months | Write JFMAMJJASOND on the board. Have students guess it is the months. Have studnets say the months as a group. Go around the room having one student say one month at a time in order | Practice Cardinal Numbers | Students can say the numbers 1 to 31 | Write the numbers 1 to 31 on the board in a random order. Have students say each number as you write it, or write each number on the board as students say it. Then ask students to say the numbers on the board. When they say one, erase it. You can have all the students stand up and have them say one number at a time or just have students say them together. | Practice Ordinal Numbers | Students can say first to thirty first | Write the numbers 1st to 31st on the board in a random order. Have students say each number as you write it, or write each number on the board as students say it. Then ask students to say the numbers on the board. When they say one, erase it. You can have all the students stand up and have them say one number at a time or just have students say them together. | Holiday Quiz game | Students can say Dates (month and day) correctly | Tell students you are having a quiz game about dates. Use New Years day as an example. When is New YearIs Day" Students need to answer It is January First" Practice saying the that sentence. Then make teams. Decide how to let students answer questions. (One person from each team stands up and only they can answer the question?) Enjoy. | Puzzle | Students can complete the puzzle | Pass out the puzzle and students match the holidays with the dates. | https://docs.google.com/document/d/12V8jybUfVjIKnd4PV3I9cYbivjlaFRu0C92jh0xVqFI/edit?usp=drivesdk | https://drive.google.com/file/d/1KLk9beQ2TsFqCPSfaufCFhlBw8KjKH_G/view?usp=drivesdk | ||||||||||||||||||||
| 1/17/2022 10:18:59 | Test | Test | test | None, test | NONE | test | test | test | test | test | test | test | https://docs.google.com/document/d/1MjCLwjERTW8RWWtCEvTNec0S9d7OxVyIjln1fmCdYxI/edit?usp=drivesdk | https://drive.google.com/file/d/17E-FP6gqSO4TNN-ZI1c_64SlqGTsQBlf/view?usp=drivesdk | |||||||||||||||||||||||||||||||||||
| 6/27/2022 2:47:45 | Should and Shouldn't | Grant McGaheran | SHS1 | Listening, Speaking, Grammar | SHOULD, SHOULDN\'T | G | projector for slides | https://docs.google.com/presentation/d/1p1ftEVG23VB3GaIbkzBntqDi2U3sUcZm_VzyfbQbmrI/edit?usp=sharing | Warm-up | Students can answer questions asked by the teacher | Students raise their hands to answer the questions, which review ES and JHS level English grammar. If students can answer, their whole row or column can sit down. (Criss-cross) | Introduce Should and Shouldn't | Students can understand how to give advice using should or shouldn't | Introduce the idea of "a happy and healthy life", then show pictures that one should or shouldn't do to achieve this. The first three are advisable, the last three less so. Elict words from the students, for example water or drink for the first set of slides, and then help them to connect them to a "You should" or "Your shouldn't" sentence. First show the pictures plus the sentences byforming part by part, then after practing just show the pictures to see if students can remember the sentences. | Writing practice | Students can write sentences using should and shouldn't | Hand out worksheets. Practice the six parts aloud, then give studetns around 5 minutes to write sentences in the "should" and "shouldn't" sections. Walk around, help, and encourage students. Walk around, help and encourage students, ask easy additional questions | Speaking practice | Students can say sentences using should and shouldn't | Have students volunteer or select students to give their answers and repeat with the class. Ask Why to some answers, as well | Production speaking activity | Students can give advice | Put students into groups of 4 to 6 students. Show them a picture of the prefecture the school is located and tell them you want to have a good time there. Ask them to discuss things they "should" do there. Give groups a few minutes to discuss. Then have them give you their ideas. Award three points for sentences with no mistakes, two points for sentences with small mistakes, one point for setneces where the student tried very hard but the meaning wasn7t clear. Time permitting, show the next picture of a sleepy person and tell them you are sleepy every day. This time, groups should discuss and then offer ideas and who you "should" and "shouldn't" do. Give praise for all ideas | https://docs.google.com/document/d/1iZmil6krMYYTNmn6gJbWcisM4E7-U4CnOy9QFNBCrDU/edit?usp=drivesdk | https://drive.google.com/file/d/1vhylpt3G3QhT_pRZKwJEm8JFGwIzSaaL/view?usp=drivesdk | ||||||||||||||||||||||||
| 11/7/2022 5:09:13 | Review of present perfect and speaking practice for the GTEC test | Jason O’Neill | JHS2 | Speaking | Speaking practice for the GTEC test | Fluency | Present perfect tenses | 2~3 hours | Timing: About 10 minutes: Greeting and warmup | Row race game to review present perfect | Goal is that students can use target grammar effectively. | Timing: 20~25 minutes: Practice 3 strategies to improve fluency foRGTEC test | 3 point slide lecture (phonetics, chaining, appropriate intonation) with practice sessions between points | Want students to be able to manage without using katana pronunciation, be able to string together longer sentences and to add appropriate intonation to their speaking. | Timing: Approximately 15 minutes: Practice with GTEC sample materials | Students will practice in pairs while Japanese English teacher and I monitor applications of skills. | Students will be able to apply what they have learned today. | https://docs.google.com/document/d/1ObkicZOa6DXSjvCEeieMU_M4h2Ky9JRz-vKC1apNt8o/edit?usp=drivesdk | https://drive.google.com/file/d/1L6u9opp2HyHlG5j4_zwYvrZvq7wkKHhZ/view?usp=drivesdk | ||||||||||||||||||||||||||||||
| 11/6/2022 2:42:32 | J3 GTEC practice, giving opinions | Jason O’Neill | JHS3 | Speaking, Reading | Giving opinions | Adjectives: Opposites | 2~3 hours, Google Docs, Slides, etc. | 5~10 minutes: Warmup, students work with partners to choose different scenarios and explain their choices using simple English | Students can feel confident in expressing their opinions | 10~15 minutes: Slide lecture: breakdown of an opinion question. | Students can look at the different parts of an opinion question and put them together to formulate an answer | Remainder of lesson, approximately half an hour: Students will practice a list of questions in pairs while Japanese Teacher and ALT check each pair’s level of comprehension | Students can effectively answer opinion questions on GTEC test or at least understand where they will need to improve through self study | https://docs.google.com/document/d/1OE8Cu-tJMEJRU6hV-dTFVAIm93CA-GoKwlcAQCmxjwk/edit?usp=drivesdk | https://drive.google.com/file/d/1m-e-jGKy18WobW_6ru2Bvt5-ddEMJvEG/view?usp=drivesdk | ||||||||||||||||||||||||||||||||||
| 11/9/2022 0:10:03 | Illnesses and Injuries | Jason Ropitini | JHS1, JHS2, JHS3, SHS1, SHS2, SHS3, Higher-level students (CEFR B1/B2 and up) | Speaking | Giving advice | Modals | SHOULD, SHOULDN\'T | ought to, had better | Illness and injury | photocopy included worksheet | https://drive.google.com/open?id=1j7SCLc6Zm1avVd61Do-1bgkjveyPiUSF | Elicit / Teach the difference between illness and injury | Whole class satisfactorily answer checking-for-meaning questions | TASK ONE - Students in pairs match vocab to images | Monitor to ensure correct matching. Whole class feedback for any difficult items. | Present differences between should, ought to, and had better | Whole class satisfactorily answer checking-for-meaning questions | TASK TWO - Model and drill the worksheet example dialogue | Monitor to ensure all students practice both A and B roles | TASK THREE - students come up with advice to resolve 3 allocated health complaints | Monitor to ensure students devise solutions. Help students who need it | TASK FOUR - Roleplay giving advice | Monitor for fluency and accuracy | TASK FIVE (EXTENSION) - re-pair and practice Task Four again. Or, have strong pairs roleplay for the class. | https://docs.google.com/document/d/1ePEarO6Eu9JcOoGHZ37JmpexQJSR9yw0DaVkNAxVb2w/edit?usp=drivesdk | https://drive.google.com/file/d/1vDSHo_nciOOCgQz1Gt3aGRHHsOcRKusn/view?usp=drivesdk | |||||||||||||||||||||||
| 4/25/2023 7:17:29 | Things kids do inside and outside | Eric Lewis | Jason Packman | JHS2 | Listening, Speaking | Verbs: Action verbs | print out materials in the lesson folder | https://drive.google.com/drive/folders/1qe7MJ_0IQTgT8pTW0YiW7kvmNYOp8bRu?usp=share_link | Divide activities into inside or outside activities | Students can recognize what people do outside or inside | T asks students what they like to do. Then ask if they like to stay at home or go out in your freetime. Maybe do a survey about it. Then T passes out a worksheet. T says they will list several activities and S need to put them into categories, either inside or outside. T then goes over list | Students talk about activties around town | Students can say the phrases taught | T practices having students say sentences. I am playing baseball. Then students are taught to say you are ed to say a whole sentence. "You are ... ing " Students are put into teams. Teach team has one designated person to answer. T does gesture. Designated Student has to answer. Answer student shoots a basket for points. Go a couple a rounds. Then play picttionary. STudents come up as a whole team and then draw pictures, other teams have to answer. | STudnets differenctiate between play/do/go | Students can write what the teacher says about play/do/go | T passes out worksheet and does dictation based on play/do/go. S need to listen and write what teacher says and think about the differences between the different verbs | https://docs.google.com/document/d/1ChvTFBc1YlR9ea19kvrDwD1_Bry-XWAn2dFKp5PYkBs/edit?usp=drivesdk | https://drive.google.com/file/d/13Y4JbiciR9qTFQoFOW5TRLvynhDci1pT/view?usp=drivesdk |
