平成 27 年度 千葉県外国語指導助手指導力向上研修会

2015 – 2016 Chiba PrefecturalALT Skill Development

Conference

平成 27 年 10 月 28 日～29 日October 28 & 29, 2015

Sponsored by:千葉県教育委員会 (Chiba Prefectural BOE)

Day One – October 28th

Time Topic and Location

9:15 – 9:30 Reception and Check-In (Education Center Main Building 7F)

9:30 – 10:25 Welcome Address and Opening Activity (AV Hall)

10:35 – 11:45 Keynote Speech: Dr. Timothy Murphey (AV Hall)

11:45 – 12:50 Lunch

13:00 – 13:50 JTE and ALT Split Sessions

JTEs: Guest Speakers (AV Hall) ALTs: Block Meetings

Presenters

Majid Riaz and Yoshie ShibataBlock Room Coordinator

1, 2, 4 A701 Kristen Roth

3 A701 David Klug

5 Music Room Claire Seny

6 A605 Sean Luse

7 A605 Jesse Robinson

8 A605 Patrick Grimes

14:00 – 15:25 Split Grade Level Discussions

Elementary Schools (Music Room) Junior High Schools (A605) Senior High Schools (A701)

15:35 – 16:20 Information Sharing (AV Hall)

16:20 – 16:30 Closing Remarks

Day Two – October 29th Time Topic and Location

9:15 – 9:30 Reception and Check-In (Education Center Main Building 7F)

9:30 – 9:45 Opening Announcements (AV Hall)

9:55 – 11:45 Workshops

Room A602 Room A603 Room A605

①9:55 –

10:25

A) An Effective Way of Motivating Students to Speak in

English

Yuko Watanabe and Nathan Seto

B) Motivating Students to Learn English – Using the

Classroom to Make English a Part of a Student’s

World and Not a Subject

Kelly Colee and Naoki Shimada

C) Managing Student Behavior In The Classroom

Laurence Hind

②10:35 –

11:05

D) The Practical Application of Communicative

Language Teaching (CLT)

Claire Stathas and Akira Yashiro

E) Integrating Natural Speech into a Busy Class

Schedule

Melissa Janssen and Tsukasa Kudo

F) English Outside of the Classroom

Amber Hermanson

③11:15 –

11:45

G) Connection, Communication & Challenge –

Fostering English Conversation in Adult English

Classes and Beyond

Mackenzie McMillan

H) Language in the Wild: Holistic Learning Activities

to Develop Real Language

Curt Hemsoth

I) Communicative Skit Making Using Pictures

Masaki Kinjoh

11:45 – 12:50 Lunch

13:00 – 14:35 Poster Presentations (See page 33 for locations)

14:45 – 15:25 Brightening Blind Barriers (AV Hall)

15:35 – 16:15 5th Year Panel (AV Hall)

16:15 – 16:30 Closing Remarks

Chiba Prefectural General Education Center

2-13 Wakaba, Mihama-ku, Chiba City, 261-0014 〒261-0014 千葉市美浜区若葉 2-13 TEL: 043-276-1166

Rooms are located on the following floors of the Media Education Branch.

Floor No.

Education Center

Main Building

本館

8

7 A701, Music Room（音楽室） AV Hall（映写ホール）

6 A602, A603, A605

5Media Education

Branch

メデイア教育棟

4

3 Bridge

2

1

Hideo Morih.mr18@pref.chiba.lg.jp

043-223-4060

Zach Pricezpris@pref.chiba.lg.jp

043-223-4059

If you have any questions or concerns during or after this conference, please contact:

2015-2016 ALT Skill Development Conference

Welcome to the 2015-2016 ALT Skill Development Conference (SDC). The aim of the SDC is furthering

the effectiveness of foreign language education and improving team-teaching by facilitating

communication between ALTs and JTEs. The ALT SDC provides ALTs and JTEs opportunities to refine

teaching techniques, improve communication, discuss issues, share opinions, and collaborate to develop

cross-cultural understanding.

平成 27 年度の外国語指導助手（ALT）指導力等向上研修会（SDC）へようこそ。SDC の目的は、外国

語教育の有効性を高め、ALT と JTE（Japanese Teacher of English）とのコミュニケーションを円滑に

することで、ティームティーチングを向上させることです。この機会を捉えて、指導方法に磨きを

かけ、コミュニケーションを向上し、悩みや意見を話し合い、異文化理解を深めましょう。

Table of Contents

Page Description

Conference Schedule (Day 1)

Conference Schedule (Day 2)

2 - 3 List of ALT Participants

4 - 6 List of JTE Participants

7 SDC General Information

8-9

10-11

Description of Activities

Day 1

Day 2

12-15 Keynote Speaker: Dr. Timothy Murphey – Positive Education Potentials

16-19 Split Grade Level Discussions

20 Information Sharing

21-24 Workshop Descriptions

25-32 Workshop Handouts

33

34-39

40-49

50-55

Poster Presentation Summaries and Handouts

Schedule

Sessions and ① ②

Sessions and ③ ④

Sessions and ⑤ ⑥

56 Brightening Blind Barriers

57 5th Year Panel

ALT Participants (listed alphabetically within their block/city; groups are also listed on nametags)

Block City Last Name First NameSplit Level Discussion

InformationSharing

BBB

1 Chiba City Letter Jacob A701 P 11 Chiba City O’Connell Margaret A701 A 151 Chiba City Perrouy Thomas A701 G 41 Chiba City Roth Kristen A701 K 232 Yachiyo Boone Jazmyn A605 O 52 Yachiyo Donley Angela A605 Q 33 Kamagaya Ahmed Musleh A605 H 173 Kamagaya Cartwright Mathew A605 M 193 Kamagaya Dordan Aurora A605 N 23 Kamagaya Duke Phoebe Music Room R 143 Kamagaya McIlraith Kei Music Room U 183 Kamagaya Michalik Elise A605 A 83 Kamagaya Mills Christopher Music Room T 13 Kamagaya Pianetta Alessandro A605 J 123 Matsudo Amokrane Sarah A701 R 73 Matsudo Gay Najja A701 T 83 Matsudo Seto Nathan3 Matsudo Stroth Jacob A701 C 93 Nagareyama Hafermann Rebecca A701 E 63 Nagareyama Klug David A701 O 34 Narita Kahlow Andrea A701 J 144 Narita Mazel Vincent A701 B 54 Yachimata Young Lucas A701 H 205 Asahi Azling Chandler A605 D 45 Asahi Lee Jesica A605 105 Asahi Nagy Chelsea A605 H 165 Asahi Ross Tiffany A605 L 175 Asahi Seney Claire Music Room B 65 Asahi Thornburg Mika Music Room G 95 Choshi Hermanson Amber A605 I 115 Choshi Hind Laurence A605 K 25 Choshi Lansford Deborah A605 C 165 Sosa Carlson Andrew A605 Q 65 Sosa Joe Cameron A605 U 145 Sosa Skilling Kristina A605 F 125 Sosa Vlisides Victoria A701 L 225 Sosa Wiering Jacob A701 I 13

Block City Last Name First NameSplit Level Discussion

InformationSharing

BBB

5 Tako Gillespie Andrew A605 E 85 Tohnosho Clark Aaron A605 S 226 Kujukuri Lodenquai Brandon A605 G 176 Kujukuri Wills Jason Music Room O 156 Mobara Goldson Terrique A701 F 76 Oamishirasato Luse Sean A605 E 136 Oamishirasato Marks Joseph A605 N 216 Oamishirasato Watts Christopher A605 A 166 Togane Beck Ian A701 D 106 Togane Ganda Kenyeh A701 S 117 Ichinomiya Simurdiak Joseph A605 U 117 Isumi Lor Vong A605 S 47 Isumi Marquardt Melinda A605 M 77 Isumi McMillan Mackenzie Music Room C 107 Kamogawa Gieler Brandon A605 I 37 Kamogawa Willis Maxwell Music Room M 197 Katsuura Moser Matthew A605 Q 227 Katsuura Robinson Jesse A605 D 207 Onjuku Thierer Nathaniel A605 P 2

JTE Participants (listed alphabetically within their district/school; groups are also listed on nametags)

District # Workplace Last NameFirst

NameSplit Level Discussion

InformationSharing BBB

千葉市 - Chiba University JHS Kinjoh Masaki

葛南 1 Yachiyo Oowada JHS Sasaki Naoki A605 A

葛南 1 Yachiyo Oowada JHS Wakisaka Yuusuke 22葛南 1 Yachiyo Yachiyodai Nishi JHS Kamata Saori A605 N

葛南 1 Yachiyo Yachiyodai Nishi JHS Katabami Kayoko 8東葛 2 Kamagaya JHS Sasaki Aya A605 M

東葛 2 Kamagaya JHS Yashiro Masafumi 9東葛 2 Kamagaya Daigo JHS Takabatake Naoko A605 I 21東葛 2 Kamagaya Daini JHS Tetsui Izumi A605 P 3東葛 2 Kamagaya Daisan JHS Sekiguchi Fuminao A605 M 22東葛 2 Kamagaya Daiyon JHS Asano Sachie 20東葛 2 Kamagaya Daiyon JHS Uchimura Akemi A605 F

北総 3 Asahi Chuou ES Hoshina Sachiko Music Room U

北総 3 Asahi Daiichi JHS Tsumura Sachiko A605 R 4北総 3 Asahi Daini JHS Yoshiwara Hiroko A605 C 17北総 3 Asahi Hikata JHS Sano Ryouko A605 H 21北総 3 Asahi Iioka JHS Atsuta Sachie A605 O

北総 3 Asahi Iioka JHS Watanabe Satomi 7北総 3 Asahi Unakami JHS Ichihara Keiko A605 G

北総 3 Asahi Unakami JHS Watanabe Kumiko 9北総 3 Choshi Daigo JHS Okada Hatsue A605 H 15北総 3 Choshi Daini JHS Kobayashi Masako A605 Q 2北総 3 Choshi Dairoku JHS Igarashi Miho A605 E 19北総 3 Choshi Shimizu ES Yamaguchi Aya Music Room S

北総 3 Sosa ES Koshikawa Takahiro Music Room O 7北総 3 Sosa Nosaka JHS Iwanami Michiko A605 E

北総 3 Sosa Nosaka JHS Koshikawa Ikue 23北総 3 Sosa Yokaichiba Daiichi JHS Abiru Chieko A605 S

北総 3 Sosa Yokaichiba Daiichi JHS Onizawa Aya 10北総 3 Tako JHS Ishibashi Takuya 12北総 3 Tako JHS Tagui Miyuki A605 U

北総 3 Tohnosho JHS Yashiro Hideki A605 D

北総 3 Tohnosho JHS Kuboki Masashi 10北総 3 Tomisato BOE Sanada Maki Music Room N

東上総 4 Ichinomiya JHS Nishigaya Misato 19

District # Workplace Last NameFirst

NameSplit Level Discussion

InformationSharing BBB

東上総 4 Ichinomiya JHS Shiseki Yumiko A605 T

東上総 4 Isumi Kuniyoshi JHS Kanetsuna Ayaka A605 K 1東上総 4 Isumi Misaki JHS Furukawa Junko A605 P

東上総 4 Isumi Misaki JHS Ogonuki Kazuko 11東上総 4 Isumi Ohara JHS Shimizu Akiko 6東上総 4 Isumi Ohara JHS Tamada Yoshitaka A605 N

東上総 4 Katsuura JHS Honjou Noriko A605 D 18東上総 4 Katsuura JHS Kosuda Hisako 17東上総 4 Katsuura Kita JHS Yashiro Junko A605 A

東上総 4 Katsuura Okitsu JHS Takahashi Toshie A605 Q 16東上総 4 Kujukuri JHS Kano Haruyo A605 B

6

東上総 4 Kujukuri JHS Sueyoshi Yuka 13東上総 4 Kujukuri Toyoumi ES Takeuchi Hikaru Music Room R

東上総 4 Oamishirasato Masuho Kita ES Satou Takeshi Music Room T

東上総 4 Oamishirasato Oami JHS Misono Tsubasa A605 K

東上総 4 Oamishirasato Oami JHS Takahashi Naomi 18東上総 4 Oamishirasato Shirasato JHS Nakamura Tomomi A605 C 23東上総 4 Onjuku JHS Sekigawa Mitsuyo A605 I 5南房総 5 Kamogawa Awahigashi JHS Nakano Emi A605 J

南房総 5 Kamogawa Nagasa ES Saitou Hiroshi Music Room P

南房総 5 Kamogawa Nagasa JHS Tanaka Emiko 5南房総 5 Kyonan JHS Watanabe Suzuka A605 F

南房総 5 Minamiboso Chikura JHS Hosokawa Takako A605 L

南房総 5 Minamiboso Chikura JHS Kawakami Junko 23南房総 5 Minamiboso Miyoshi JHS Suzuki Ikuyuki 20南房総 5 Minamiboso Reinan JHS Shimada Naoki A605 M 16南房総 5 Minamiboso Shirahama ES Koyasu Yuuji Music Room Q

南房総 5 Minamiboso Shirahama JHS Wada Sakiko A605 G

南房総 5 Minamiboso Shirahama JHS Kamata Marie 12南房総 5 Minamiboso Tomiura JHS Kido Michiko 15南房総 5 Minamiboso Tomiura JHS Komatsu Yoshie A605 J

南房総 5 Minamiboso Tomiyama JHS Kudou Tsukasa 14南房総 5 Minamiboso Tomiyama JHS Nakazawa Makoto A605 L

高校 6 Awa SHS Fukuda Hiroaki 19高校 6 Awa SHS Sakaguchi Hiroyuki A701 J

高校 6 Awa Nishi SHS Arai Yuuichirou A701 F 3

District # Workplace Last Name First Name

Split Level Discussion

InformationSharing

BBB

高校 6 Chosei SHS Takahashi Naoko A701 D

高校 6 Chosei SHS Uekusa Tomoyo 21高校 6 Kashiwai SHS Miura Yuuichi 1高校 6 Kashiwai SHS Nakagawa Naoko A701 K

高校 6 Kimitsu SHS Yashiro Akira A701 B 2高校 6 Makuhari Sogo SHS Katou Youko A701 C 8高校 6 Matsudo Kokusai SHS Watanabe Yuko 11高校 6 Nagareyama Otakanomori SHS Tanaka Takaya A701 L

高校 6 Nagareyama Otakanomori SHS Usuba Miwako 13高校 6 Narita Kokusai SHS Shimomur

aAkira

A701I

高校 6 Narita Kokusai SHS Uchida Katsuhiro 6高校 6 Sosa SHS Katou Miki A701 E

高校 6 Sosa SHS Morikawa Mai 14高校 6 Togane SHS Hayashi Toshihiko 1高校 6 Togane SHS Yamanoi Hiroko A701 G

高校 6 Toke SHS Tamai Janfa 20高校 6 Toke SHS Watanabe Toshie A701 H

高校 6 Yachimata SHS Nakamura Yousuke 4高校 6 Yachimata SHS Nakatsuka Tamotsu A701 A

7

SDC General Information

Nametags: The following information is listed on the bottom of your nametag: your room number for the Split Level Discussion, your group for the Information Sharing session, your room number and session if you are presenting during the Poster Presentations or Workshops, and your group number for Brightening Blind Barriers. This information also can be found in the list of attendees (pages 2 – 6). Please return your nametag at the end of the conference. JTEs who will not attend Day 2 should return their nametags at the end of Day 1.【名札について】名札には、１日目の Split Grade Level Discussion の部屋番号、シェアリングのグループ、そしてポスターの発表者の場合は発表の部屋番号及び時間、 ALT の場合は地域別ミーティングの部屋番号が書いてあります 。同様の情報は参加者名簿（2 – 6 ページ）にも記載してあります。名札は、研修会最終日に返却してください。１日目のみ参加する JTE は、１日目の終了時に名札を返却してください。

SDC Evaluation Survey: The evaluation surveys are divided into separate surveys for Day 1 and Day 2. At the end of each day, please hand in your completed survey. This survey is the best way for the conference organizers and participants to communicate about the conference. All comments will be carefully considered for next year’s SDC.【評価アンケート】SDC の評価をするため、１日目と２日目でそれぞれアンケートを分けています。各日の終了後、英語または日本語でアンケートを記入し、提出してください。

Lunch: You may eat out or bring your own lunch. In the Education Center, you may eat in the multipurpose room on the first floor of the Media Education Branch, or in the lobbies. Please do not eat in the Education Center rooms and make sure to dispose of any trash.【昼ご飯】外で食べても、お弁当を持参しても構いません。施設内でお弁当を食べる場合は、メディア教育棟の多目的ホール、またはロビーで食べてください。教室では食べられません。また、ごみはきちんと捨ててください。

Booklet Cover Art: The beautiful artwork on the cover of this booklet was created by Yachiyo ALT Angela Donley.【ブックレットのカバー・アート】このブックレットの表紙の絵は八千代市 ALT の Angela Donley 先生に描いていただきました。

SDC Materials Online: SDC poster presentations, workshop PowerPoints, and other handouts will be uploaded to the Chiba Shared Google Drive (http://bit.ly/1W4eNZW) and the Thousand Leaves Wiki (http://bit.ly/1RUNtHS) for ALTs and JTEs to access after the conference.【SDC 資料をダウンロード】SDC のポスター、ワークショップのパワーポイント等の資料は、研修後「 Chiba Shared Google Drive」(http://bit.ly/1W4eNZW) と「Thousand Leaves Wiki」(http://bit.ly/1RUNtHS)にアップロードします。

8

Description of Activities (Day 1)

9:15 – 9:30 – ReceptionCheck in at the reception desks in front of the AV Hall on the 7th floor of the Main Building to receive your SDC booklet

and nametag, and then report to the AV Hall for the opening activity.本館の７階の映写ホール前にある受付で研修会の冊子（ブックレット）と名札を受け取り、映写ホールに着席

してください。

9:30 – 10:25 – Welcome Address and Opening ActivityAfter a few announcements, ALTs and JTEs will participate in a communicative group activity to start off the

conference.お知らせの後、はじめに、ALT と JTE のコミュニケーションについてのグループアクティビティーを行います。

10:35 – 11:45 – Keynote SpeakerDr. Timothy Murphey, Professor of Secondary Language Acquisition, Communication Psychology, & Teacher

Development Researcher at Kanda University of International Studies will demonstrate through several activities what “Positive Education Potentials” are, and how they are already somewhat present in the Japanese education system. He will also address certain issues with the Japanese education system, and offer some solutions that could help us create more positive invitational education, or education that allows us to feel good about ourselves and what we enact with our most precious natural resource, our students.

外国語習得及びコミュニケーション心理学教授兼教員養成研究者であるティモシー・マーフィー神田外語大学教授が、「ポジティブ・エデュケーション・ポテンシャル」とは何かについて、いくつかの活動により説明し、それが日本の教育制度の中で既にどのように取り入れられているかを紹介します。また、日本の教育制度の課題に言及し、解決法を提案します。このことで、よりポジティブでインビテーショナルな教育であったり、自分自身の力や、私たちの最も大切な天然資源である生徒たちと築き上げるものに自信が持てる教育を作り出せるようになります。

Tim Murphey researches Vygotskian socio cultural theory (SCT) with transdisciplinary emphasis on community, play, and music at Kanda University, Japan. He holds a Ph.D. in Applied Linguistics from Université de Neuchâtel, Switzerland. His most recent books are Teaching in Pursuit of Wow! (Abax 2012) and Meaningful Action – Earl Stevick’s Influence on Language Teaching (CUP 2013), co-edited with Jane Arnold. He also has a critical novel on the Japanese entrance exam system in Italian, Japanese, and English, The Tale that Wags (Perceptia 2010). He has about 50 short teaching presentation videos available on YouTube, just search “Tim Murphey Tips”. You can browse and download his articles freely at http://kandaeli.academia.edu/TimMurphey. He has given plenary presentations in over 20 countries.

ティム・マーフィー教授は日本の神田外語大学において、コミュニティー、遊びや、音楽を学際的に重視

し、ヴィゴツキーの社会文化理論(Vygotskian socio cultural theory (SCT))を研究しています。スイスのヌーシャテル

大学で応用言語学博士号を習得しています。最近の出版物としては、Pursuit of Wow! (Abax 2012)や、ジェーン・

アーノルドと共同編集した Meaningful Action – Earl Stevick’s Influence on Language Teaching (CUP 2013)があります。

また、日本入学の試験制度についての本である The Tale that Wags (Perceptia 2010)は、イタリア語・日本語・英語に

翻訳されています。教授の約５０の教育発表ビデオについては YouTube でも視聴可能です（「Tim Murphey Tips」

で検索）。また、ホームページ（http://kandaeli.academia.edu/TimMurphey）で記事を無料でダウンロードすること

も可能です。教授は、２０カ国以上で総会講演をした経験があります。

13:00 – 13:50 – ALT & JTE Split SessionsALTs: Block Meetings – ALTs will report directly to the following rooms for Block Meetings:

Blocks 1, 2, 4: A701 Block 6: A605Block 3: A701 Block 7: A605Block 5: Music Room Block 8: A605

JTEs: Guest Speakers: – JTEs will meet in the AV Hall for a guest lecture by Majid Riaz and Yoshie Shibata from CLAIR. They will present skits that demonstrate common workplace miscommunications that occur between Japanese and non-Japanese.

JTE対象：映写ホールにて、自治体国際化協会（CLAIR）マジッド・リアズ氏、柴田佳恵氏をお迎えし、外国人と日本人が働く上で起こりがちな問題点やコミュニケーションのあり方を、コントを通して考えます。

14:00 – 15:25 – Split Grade Level Discussions9

ALTs and JTEs will divide into groups based on the grade levels that they teach (Elementary School, Junior High School, or Senior High School). Two brief presentations and discussion sessions will be held containing information about teaching these specific levels. Participants should report to the following rooms:

ALT と JTE が普段教えている学年（小学校・中学校・高校）に分かれます。それぞれのレベルに関係する課題についての短い発表とディスカッションを２つずつ行います。参加者は下記の部屋に行ってください。

Elementary Schools (小学校): Music Room (音楽室)Junior High Schools (中学校): A605Senior High Schools (高校): A701

15:35 – 16:20 – Information SharingAttendees will split up into small groups made up of a mix of grade levels (Elementary School, Junior High Schools,

and Senior High School). ALTs and JTEs will share the similarities and differences of the levels that they teach by discussing a series of questions located in page 20 of this booklet.

小 中 高校先生を混ぜ合わせた少人数グループに分かれます。本ブックレットの２０ページに記載されている･ ･ 、共通点・相違点や課題について意見交換を行います。

All participants will be dismissed for the day at 16:30. Please turn in your survey for Day 1. For JTEs who will not be returning for Day 2, please remember to turn in your nametag.

研修会の１日目は１６時３０分に終了します。１日目の評価アンケートを書いて提出してください。２日目に出席しない JTE は、名札も返却してください。

Description of Activities (Day 2)

9:15 – 9:30 – ReceptionPlease check in at reception located in front of the AV Hall on the 7 th floor of the Main Building. JTEs who have come

for only Day 2 may pick up their nametags and booklets here.本館の７階の映写ホール前で受付をしてください。２日目のみ参加する JTE は、名札とブックレットを受け

取ってください。 9:30 – 9:45 – Opening Announcements

9:55 – 11:45 – WorkshopsAll participants will attend three 30-minute workshop sessions of their choice. Each session has 3 concurrent

workshops to choose from. Workshop descriptions are on pages 21 – 24. ３０分のワークショップを３つ選んで参加してください。各セッションでは３つのワークショップが同時に行

われます。テーマはブックレットの２１－２４ページに書いてあります。

13:00 – 14:35 – Poster Presentations2 simultaneous presentations of classroom activities will occur in each of the 3 rooms. Each presentation will last 10

minutes and will be performed twice; then presenters will rotate. There are 6 sessions total, so please choose 6 (4 if you are a presenter) of the 18 total presentations to see. All audience participants can move between rooms freely. ALTs and JTEs can see presentations as a pair or separately. There will be 5 minutes between each session. Descriptions of each activity are included in this booklet on pages 34 - 55.

３つの部屋で、１０分のポスタープレゼンテーションが合計６セッション行われます。各部屋では、２名のプレゼンターが同時にアクティビティーの紹介を行うので、１セッションでは、全部で６つのプレゼンテーションが行われます。合計１８のプレゼンテーションの中から、６つを自由に選んでください。 ALT と JTE は一緒に回っても、別で回っても構いません。各プレゼンテーションの間には、５分の休憩・移動時間があります。紹介されるアクティビティーの説明は、ブックレットの３４－５５ページにあります。

PA DeskThe PA Desk will be set up in room A605 during the Poster Presentations for anyone who wants to talk to a

Prefectural Advisor. There is no sign-up sheet or reservations. Participants who can’t come to the PA Desk can talk to Rebecca O’Neil or Zach Price at any time during the conference, or email chibapa@pref.chiba.lg.jp or zpris@pref.chiba.lg.jp.

10

ポスタープレゼンテーションの時間に、取りまとめ団体アドバイザーに相談したい方のための PA デスクをA605 に設置します。予約等の必要はありません。設置中に PA デスクに来られない場合には、その他の時間にレベッカ・オニールまたはザック・プライスに声をかけてください。

14:45 – 15:25 –Brightening Blind BarriersUsing issues raised at the SDC last year, ALTs and JTEs will discuss ways in which we can express our challenges at

work and give support to each other in order to improve our jobs and working relationships.去年の SDC で提起された課題を基に、ALT と JTE が抱えている仕事関係の問題を伝え、お互いにサポートをす

ることによって仕事の満足度を高め、仕事上の関係を深めることについてディスカッションを行います。

15:35 – 16:15 – 5 th Year ALT/JTE Panel Three 5th year ALTs (Victor Pope, Tiffany Ross, and Vincent Mazel) and their JTEs will share their experiences and

answer a few pre-determined questions as well as questions from the audience.５年目の ALT、そして、一緒に教えている JTE に先輩としての経験を語っていただきます。

All participants will be dismissed for the day at 16:30. Please remember to turn in your nametag and survey.研修会は１６時３０分に終了します。名札と評価アンケートをスタッフに渡してください。

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Positive Education Potentials

Making English Classes More Healthy, Happy, and Generous Tim Murphey (Kanda University of International Studies)

I hope to demonstrate through several activities what “Positive Education Potentials” are and how they are already somewhat manifested in Japanese education. [And I hope you will trust me and agree to interact with your seatmates during this presentation so that the points can be experienced.] I will also demonstrate my optimism through the materials that I share with you and I will ask you to take action during and after this presentation to enhance your own and your community’s ways of educating. I will at times be critical of certain aspects of what I am seeing in Japan, and offer some possible solutions that I think could help us create more positive invitational education, i.e. education that allows us to feel good about ourselves and what we enact with our most precious natural resource, our students. I will be combining psychology with neuroscience and anthropology “lightly.” And I hope to give you an experience more than a talk.

This presentation makes the case that those who do and say the most in classrooms are the ones who learn the most, i.e. teachers. The innovation is for teachers to regularly assign the task of students teaching others the learning material, in and out of the classroom. I support this with the results of 181 students over a five-year period who taught English affirmations songs (Murphey 2014) and more recently students teaching positive psychology ideas out of class to people in their social networks (Murphey in progress). I will also show materials that might shift students from wagamama-ness to more altruistic frames of mind, individually, as groups, and globally.

Students reported teaching rushes and better learning in their published case studies when doing so. Task Based Learning and Project Work already adhere to these ideas. When we recognize that teachers also work too hard teaching, and that they could be more efficient if they shared the teaching load with students, then teachers are more likely to be attracted to this way of teaching.

My experience is that students get more excited about learning when they can share beyond the classroom and it enhances their social networks. And they often get hooked on teaching. An added advantage is that through doing the above, teachers are more likely to make sure that the things they are teaching are valuable things not only for their students, but for everybody (e.g. how to eat a well balanced diet, the 8 ways to reduce stress, 7 ways of improvisation, 5 ways to happiness, etc.). Thus, the language being taught becomes a value added resource. (See class booklets at https://sites.google.com/site/folkmusictherapy/homeContact me at mitsmail1@gmail.com , See articles at academia.edu/TimMurphey1. First Things FirstHealth, Happiness, and Learning: The one major thing that teachers have over technology is that they can adjust holistically faster and have effective relationships that matter. (ZPD & ZPA) Zone of Proximal Development & Zone of Proximal Adjusting (Fig.1)

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Fig 1. The Zone of Learning Flow (p. 175 Murphey 2014)

2. CLT (communicative language teaching) needs TLC

CLTCTLLTCLCTTCLTLC

Fig.2 Overlapping Co- Constructed Concepts3. Out of the Box Ideas

Information is over rated – Considering

Questions are at the heart of learning.

Mind Matters<http://www.scientificamerican.com/section.cfm?id=mindmatters> -October 20, 2009

Success is over-rated – Challenge is what we crave.

http://www.ted.com/talks/robert_sapolsky_the_uniqueness_of_humans.html

Teaching/Telling is over-rated – Experience drives motivation

Dewey, John. (1963). Experience and Education. New York: Collier.

Fig.3 Self Focus >TASK FOCUS >HELPING/TEACHING TASKSExperiment: Please sing this song YOUNG STRONG & BEAUTIFUL with us in 3 ways and tell us your impressions afterwards. Which do you like most?

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Explanations for “living an adventure”, “the world’s so fascinating”, 2 meanings of “cry”, meanings of “in love!” Research on I, You (+ your name), and We linguistically and psychologically and behavior below:Kross et al (2014). Self-talk as a regulatory mechanism: How you do it matters. Journal of Personality and Social Psychology, 106, 304-324.Veronica Son, Ben Jackson, J. Robert Grove & Deborah L. Feltz. (Available online: 11 Aug 2011) “I am” versus “we are”: Effects of distinctive variants of self-talk on efficacy beliefs and motor performance. Journal of Sports Sciences DOI:10.1080/02640414.2011.593186 To link to this article: http://dx.doi.org/10.1080/02640414.2011.593186Senay, I., Albarracín, D., & Noguchi, K. (2010). Motivating Goal-Directed Behavior Through Introspective Self-Talk: The Role of the Interrogative Form of Simple Future Tense. Psychological Science 21(4), 499-504.

ReferencesBrown, B. (2012). Daring greatly. New York: Gotham Books. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Collins. Cuddy, A.TEDTalk (Oct 1, 2012 published) Your body language shapes who you are http://www.youtube.com/watch?v=Ks-

_Mh1QhMc&feature=player_detailpage Fredrickson, B. (2013). Love 2.0. New York: Hudson Street Press. Seligman, M. (2011). Flourish. New York: Free Press.Seligman, M. and Czikszentmihalyi, M. (Eds.). (2000). Positive psychology (Spec. issue) American Psychologist, 55. Tomasello, M. (2009). Why we cooperate. Cambridge, MA: MIT Press.Murphey, T. (1993). Why don't teachers learn what learners learn? Taking the guesswork out with action logging. English Teaching

Forum, 31,(1), 6-10Murphey, T. (2013a). Value added English learning. Journal of the Saitama Educators 3(5), 1-8.

http://issuu.com/saitamacityeducators/docs/vol.3__issue_5Murphey, T. (2013b). Know happy, know life! Journal of Saitama City Educators, 3(5), 18-21, 30-32.

http://issuu.com/saitamacityeducators/docs/vol.3__issue_5Murphey, T. (2013c). The impact of self-information given to socially intelligent dynamic systems (SINDYS) i.e. Classes! "Scuola e

Lingue Moderne" ANILS, 1-5. pp. 6-9.Murphey, T. (2013d). Adapting ways for meaningful action: ZPDs and ZPAs. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl

Stevick’s influence on language teaching. Cambridge: CUP. Pp172-189Murphey, T. (2014). Singing well-becoming: Student musical therapy case studies. In Studies in Second Language Learning and

Teaching SSLLT 4 (2). 2014. 205-235 doi: 10.14746/ssllt.2014.4.2.4Murphey, T. (ed.) (2015). Teaching to Learn! “WaysFall2014TeachingToLearn” Accessed at

https://sites.google.com/site/folkmusictherapy/home A class publication from KUIS.Murphey, T. & Arao, H. (2001). Changing Reported Beliefs through Near Peer Role Modeling. TESL-EJ. 5(3)1-15. Accessed at

http://tesl-ej.org/ej19/a1.html

4 Videos YouTube – Laughing Baby Ethan, Paradigm Shift, Student Voice, The Girl Effect

C O P S B E E SSome Song Dictations in English and Japanese: *Kaeuta!

Tim Murphey mitsmail1@gmail.com March 2015 version 9

1) *Super happy optimistic joyful and prodigious (How are you?) [tune of supercalifragilisticexpiallidocious... Disney: Mary Poppins] Students can also be asked to make their own greeting to the same tune and fit some words in. My second one for this tune is "truly awesome so tenacious lovingly vivacious." In Japanese, I sing sugoi kampeki subarashi sekyiokuteki genki.

2) Smile Song or Warau Uta (Why do you smile?) This song is built on a Japanese proverb and we usually sing the Japanese and the English together. Very short and sweet. “Warau kado niwa fuku kitaru. Smiling brings you happiness, let it show the way.”[Original Tune] +

3) *A. Do it again! (How do you succeed?) [Sung to the tune of Santa Claus is Coming to Town] It is useful to show students native-like blended pronunciation of “doidagin”. The lyrics are Doidagin x 8 + Make many mistakes and Doidagin! In Japanese we sing Yariba dekiru naseba naru x 2 + nana korobiya–oh ki! Of course students should be told not to write this way, but they will hear them pronounced this way. **B. Same tune: How do you eat well? “Take a little bit of (alidabita) this, Take alidabita that (x2) Diversify and balance your life!”+*C. Same tune: How do you stay fit? “Walk a little bit (alidabit) here, run alidabit there (x2) Dare to take the stairs and be a bear! GROWL!”+

4) *The Weather Song: What’s the weather like? The tune is the refrain of the 1950’s hit “The Witchdoctor”. lyrics: “It’s raining cats n’ dogs and it’s cold outside, my sunshine is deep inside.”Japanese: Hari Toki doki kumori Ame doshaburi! *+

5) *The Five Ways to Happiness! (What are the 5 ways to happiness?) Sung to the tune of the 12 Days of Christmas. Lyrics and audio are available and on my podcast page http://mits.podomatic.com Articles about the use and teaching

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of the song can be found at http://kandaeli.academia.edu/TimMurphey  (cf: Know Happy, Know Life! Murphey, 2013b)English Lyrics (Tim Murphey)*+When you want to be happy, there’s (#) thing you can do…(#: one, two, three, four, five) (Tune: “The 12 Days of Christmas”)1. Smile from ear to ear. 2. Breathe in deep. 3. Look up at the sky. 4. Sing a melody. 5. Dare to show your love.日本語: 幸せになりたい時は 　＊＋(Sanae Takenaka, MakikoTakemura, Atsuko Suga)幸せになりたい時は・・・1. 思いっきり笑おう2. 深呼吸して 思いっきり笑おう3. 空を見て 深呼吸して 思いっきり笑おう4. 歌を歌って 空を見て 深呼吸して 思いっきり笑おう5. 愛をしめそう 歌を歌って 空を見て 深呼吸して 思いっきり笑おう

6. Happy Person: What’s a happy person? This one line song is a quote from Hugh Downs: “A happy person is not a person in a certain set of circumstances, but rather a person with a certain set of attitudes.” I put it to music and translated it in Japanese with help from friends, “Tokubetsu na jokiyo ga hito wo shiawase ni shinai, Tokubetsu na kangaikata ga hito wo shiawase ni shimas.” [Original Tune] +

7. ＊Make New Friends: How do you have a good life? [4 CSs] This is an old camp song that goes: “Make new friends / and keep the old. One is silver and the other’s gold.” A good song for the first few classes when you want your students to make friends. Tomodachi ni aite koe des Yorokonde o tetsudaishimas [Camp song]

8. How do you change the world? Be the change (x3) you wish to see, in the world. I don’t serve my dear world, by pretending to be small. I’ll stand tall. I will stand tall. When you change yourself, you change the world. Mikata kaereba, Sekai mo kawaru. 見方変えれば世界も変わる[Original Tune] Gandhi&MJackson

9. A turtle trying to fly is more beautiful than a bird sitting in a tree. Ki ni tomateiru tori yori, tobo toshiteiru kami, no ho ga utsukushi.　 [Original Tune]

10) * (FOR A GUEST IN OUR CLASSES – WE SING) “We wish you a merry welcome (x3) with a stolen tune too, for you!” (How do you welcome someone?) not yet in Japanese…soon to come…in progress…

Google “mits mind podomatic” if you wish to hear a recording of the ones with +

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Pedagogical Steps for Teachers In Classes: Using Speed DictationsOne way (there are many options…)1. If the song has gestures, you could teach them the gestures first. 2. Then say the lyrics (or part of it) as a SPEED DICTATION. In a speed dictation you say it too fast or softly for everyone to get everything thing and you allow them to collaborate and help each other each time after you say it. Explain to them that you want them to help each other and that you intend for it to be too hard for everybody to get the first time. So this is a chance to help each other. After they help each other after the first reading, you may still say it a few more times, or even sing it, instead of saying it. Ask them to write it on the board.3. Then teach them to sing it. The melody usually helps with their memory.4. Then teach them the question that goes with it and ask them that question throughout the class, every 5 minutes or so, ask them to ask each other “How are you?” (or whatever the question might be) and they have to answer “Superhappy….” This provokes “intent participation” (Rogoff et al. 2004), they know they are going to use it often and soon and so they focus more on it. Make sure you DO IT (ask the question) soon and frequently afterwards, otherwise they won’t get it in their brain. 5. Classroom Management Routine. Buying time usefully. Anytime the teacher needs a few seconds to organize the next activity, ask your students to ask each other a SD question. When I need a moment to get organized for something else, I ask them, “Please ask your partner ‘Why do you smile?’” It is also a wake up, energizer and a good way to start off the class and a reminder about important things.6. You can also give mini-lectures or tell stories about the content of each speed dictation. You can make your own songs/kaeuta and borrow melodies for your favorite sayings.

Quick Choices1. Song or Say and Gesture (then do the others)2. Slow or Fast3. Part or All4. Students single then collaboratively or in pairs or 4’s with verses5. Sources: songs, song hooks, famous quotes, proverbs, affirmations, typical sayings, your mind, you can create them!

SONG ROUNDS TUNE: Row x3 Your Boat four part group singing!A. Write x3 it down, set your feelings free,//*I make it upasi (up as I) go along, my pen is writing me.

B. Smile, breathe, look at the sky, sing a melody,// dare toshow your love to me, dare to show your love.

C. Young strong and beautiful, living an adventure,// the world’s a fascinating place, I love to love to love.D. My dear friends and classmates, I will miss you so//You’ve helped me learn a [hell of a lot], To laugh [and go with the] flow. [n-go-wi-tha]

Other publications of InterestDörnyei, Z. & Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press.Murphey, T. (1992). Music and Song. Oxford: Oxford University Press. Murphey, T. (2006). Language Hungry! Rum (Innsbruck), Austria: Helbling Languages.Murphey, T. (2011). ゆれ動くしっぽ Yure ugoku Shipo. Nagoya: Perceptia Press. (Also available in English: The Tale that

Wags.)Murphey, T. (2012). Teaching in Pursuit of Wow! Tokyo: Abax.Salhlberg P. (2015). Finnish Lessons 2.0: What can the world learn from educational change in Finland. New York: Teachers

College Press.

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Split Grade Level Discussions

Elementary School (Music Room)小学校（音楽室）

1. Effective Team Teaching Scenarios効果的なティームティーチングのシナリオMaki Sanada ~ Tomisato BOEWe will discuss ways to make progress towards the goal of foreign languages in Elementary Schools: the foundation for communication. We will view example videos of actual classroom instruction and present explanations of effective team teaching strategies.「コミュニケーションの基礎」という小学校での外国語活動の目標に向かって進む方法について話し合います。教室での指導のビデオを視聴し、効果的なティームティーチングの戦略を説明します。

2. Problem Solving in Elementary School小学校で問題解決Christopher Mills ~ Kamagaya BOEMany ALTs in elementary schools face the same problems, such as communication issues with the HRT, figuring out how to use “Hi, Friends!” and balancing the roles between ALT and HRT. I will be explaining possible solutions to these common problems. (The presentation will be in Power point format and will include Japanese translations for the text on each of the slides.)多くの小学校のＡＬＴが同じ問題を抱えています。担任の先生（ＨＲＴ）とＡＬＴの間のコミュニケーションミス、教科書の使い方やＡＬＴとＨＲＴの役割分担のバランスなど、よくある問題に対しての解決案を説明します。（パワーポイントに日本語訳もあります。）

Junior High School (Room A605)

1. Teamwork Between JTEs and ALTsＪＴＥとＡＬＴのチームワークAya Sasaki ~ Kamagaya JHS and Musleh Ahmed ~ Kamagaya BOEIn the English department of our school, we put emphasis on working well together as a team. We will talk about the English lessons and some activities outside of class where we can nurture strong teamwork between ALTs and JTEs.我が校の英語学部では、チームになって協力することを重視します。ＡＬＴとＪＴＥの間の強固なチームワークを促進する英語レッスンと授業以外の活動を発表します。

2. Reading and Writing on the HS Entrance Exam高校入学試験のリーディング・ライティングCameron Joe ~ Sosa BOEWe will talk about the ways ALTs can assist JTEs during reading and writing-focused classes. Also, we will discuss the advantages of team teaching for the high school entrance exam outside of listening and speaking practice. Finally, I will explain some EFL theory to both ALTs and JTEs (pre-reading, post-reading, briefly explaining how to teach writing, etc.), as well as how to avoid being just a tape-recorder (both ALTs and JTEs are responsible for this).リーディングとライティング中心の授業において、ALT が JTE に補助できる方法を発表します。また、リスニング・スピーキングの練習以外にも、高校入学試験向けの授業をティームティーチングで行うメリットを説明します。最後に、ALT と JTE の皆さんにプリ・リーディング、ポスト・リーディング、ライティングの指導方法等の EFL（English as a Foreign Language、外国語としての英語教育）の基本を紹介し、ALTがテープリコーダーにならない方法（ALT と JTE の双方の責任でもある）を説明します。

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Senior High School (Room A701)

1. How to Bring Debate Activities into the Classroomディベート活動を授業に取り入れる法Akira Shimomura ~ Narita Kokusai SHS and Andrea Kahlow ~ Chiba BOEDebate is one of the activities that is often done in English classes, but it is not easy for teachers to teach their students how to debate. Japanese students need some small steps to understand the concept of debate and to perform well in a debate. Why is it difficult for them? What kind of steps do they need? We will talk about the difficulties and solutions that are used for our students.ディベートは英語の授業でよく行われるアクティビティーですが、先生にとって、生徒にディベートを教えることは簡単ではありません。日本人生徒には、ディベートの概念の理解や上手な参加の仕方について少しずつ学習する必要があります。なぜディベートが難しいのか？どのように分解すればよいのか？問題点と解決法を発表します。

2. Teaching Speech Contest at the SHS Level高校レベルのスピーチコンテスト指導Margaret O’Connell ~ Kashiwai SHSWe will discuss strategies and resources to assist in the process of training students at the SHS level for speech contests, problems that often arise in the process, problem-solving techniques, and hopefully hear from other people’s experiences and exchange advice. I personally got a crash course this year in coaching and am excited to share advice.高校レベルのスピーチコンテストを向けて生徒の指導に役立つ戦略と資源、よく起きる問題や解決テクニックを発表し、また、皆さんの経験を聞き、意見交換をしたいと思っています。今年、スピーチコンテスト指導の特訓コースを受けたのでアドバイスをシェアするのを楽しみにしています。

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Team-Teaching Reading and Writing for the High School Entrance ExamCameron Koichi Joe ~ Sosa 1st JHS

cameronkjoe@gmail.com

Usually ALTs focus on speaking and listening activities, while JTEs focus on grammatical explanations, reading, and examination preparation. My presentation argues that team teaching offers many advantages for high school entrance exam preparation, which focuses primarily on reading. Having the ALT and JTE in the classroom during reading (and writing) classes is valuable for students for many reasons.

There are 4 types of reading questions on the high school entrance exam: True and False Basic Question (Who, What, Where, When, etc.) Vocabulary Summary of Reading

Team-teaching makes Before-Reading and After-Reading more interesting and effective.

Before-Reading After-Reading1. Skits 1. True False Tests2. Introduction using simple English 2. Basic Questions3. Telling stories related to the reading. 3. Consolidation / Production activities and 4. Asking easy questions about the knowledge questions students already have.

The ALT can create questions, skits, and material connecting the textbook to the real world easily. The ALT can also give their opinion on the readings, which often talk about global topics (the environment, culture, food, travel, home stay trips, history, and famous people.). Pronunciation is very important for students—especially listening to native-speaking speed. But the ALT and the team-teaching classroom can also help students think more critically about the content of the reading. Listening to more English and answering questions from the ALT greatly helps for high school examination preparation too.

Writing2 years ago (2013), only 10.5% of students got the full 8 points on the writing section. 30.5% of students got only 1-4 points, and 15.9% of students got 0 points on the writing section.

Although there is not enough time or space to explain how ALTs and JTEs should teach writing, my presentation focuses on the idea that students MUST write more often and quicker. The ALT can check writing quickly and easily, and the ALT can also give example sentences and feedback for students. On the next page are a few examples of writing activities and consolidation activities used in classes.

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Daily Writing (2-3 年生)

The ALT and JTE can choose any easy topic, and students write for 2-3 minutes. After students finish writing, the ALT collects the papers. The ALT checks the writing and gives feedback to students.

Program Reflection (感想文) 2-3 年生

After finishing a program, students write reflections in English for 10 minutes or as homework. The ALT checks and gives feedback. Great for consolidation and production activities.

Resourceshttp:// writing.colostate.edu/guides/teaching/esl/reading.cfm Teaching reading (an introduction)

http:// www.esl-galaxy.com/writing.html Writing Activities

http://www.tokyo-np.co.jp/k-shiken/15/cba / Last year’s high school entrance exams

http://bit.ly/1JBDRet (1JBDRET = X) Sunshine Textbook Questions 2nd grade:

http://bit.ly/1LjqRkX 3rd Grade (CaSe SeNsItIvE!!!)

Information Sharing

Break into groups (listed at the beginning of this booklet and on your nametag) and discuss the following questions, taking notes as you do so. Compare and contrast the viewpoints and goals of teachers from different school levels. Feel free to raise other topics as time allows or if appropriate to the discussion.グループ（ブックレットの初めと名札に書いてあります）に分かれて、メモをしながら、下記の質問について話し合ってください。それぞれのレベルの先生の視点や目標を比べてみてください。時間が余ったら、又はディスカッションにふさわしいと判断したら、他の課題・トピックを自由に取り上げてください。

How do you evaluate students at your grade level?あなたが教えているレベルでは、どうやって生徒を評価しますか？

What should students learn before coming to your level?あなたが教えているレベルに上がるまで、生徒は何を勉強しておけば良いですか？

How do you motivate students at your level?どうやって生徒にやる気を出させますか？

How often do the JTEs/HRTs speak English with the ALTs at your level?どの程度授業を英語で行われていますか？どうやってそのバランスが決まりましたか？

What are the ALT’s responsibilities at your level? How was that arrangement decided?あなたが教えているレベルでは、ALT の役目は何ですか？どうやって決まりましたか？

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Workshop Descriptions and Handouts

A) An Effective Way of Motivating Students to Speak in English 生徒の英語での発話を促す効果的な方法(Session 1, Room A602):Yuko Watanabe ~ Matsudo Kokusai SHS and Nathan Seto ~ InteracWe will introduce an effective way of motivating students to speak full English sentences with a limited number of keywords.限られた数のキーワードを用いてフルセンテンスでの発話を促す効果的な方法を紹介します。

B) Motivating Students to Learn English – Using the Classroom to Make English a Part of the Student’s World and Not a Subject 生徒の英語を学ぶやる気を引き出す方法～教室を使って英語を科目だけではなく、生徒にとって身近な存在に変える～(Session 1, Room A603):Kelly Colee ~ Minamiboso BOE and Naoki Shimada ~ Reinan JHSEvery teacher always has the power to get their students more interested in English so they can learn it by themselves outside of the classroom. In this workshop, we will talk about various ways to motivate students using classroom decorations, a “challenge system,” and other activities. We will also have a small group activity where JTEs and ALTs will think of ways they can use their classroom to motivate students.生徒が授業以外にも勉強したくなるように興味を持たせる力が教師にはあります。このワークショップでは、教室のデコレーションや「チャレンジ・システム」などの活動を使って、生徒のやる気を引き出すための様々な方法を説明します。 JTE と ALT で、これに関する少人数でのグループアクティビティも行います。

C) Managing Student Behavior In The Classroom 教室で生徒をしつける　（態度）(Session 3, Room A605):Laurence Hind ~ Choshi BOEI will discuss ways in which an ALT can influence the mood and atmosphere of a classroom, what they can do to relate and build strong relationships with students and what they can do as an ALT in order to affect student behavior in a positive way. I will also discuss techniques and methods they can use to handle stress or harassment by students.ALT として、教室の雰囲気に影響を与えてムードメーカーになる方法、生徒の気持ちを理解して強い関係を築く方法、そして生徒の態度に良い影響を与える方法を紹介します。また、ストレス解消や生徒からのハラスメントを対処する方法を発表します。

D) The Practical Application of Communicative Language Teaching (CLT) コミュニカティブ・ランゲージ・ティーチングの実際の適用(Session 2, Room A602):Claire Stathas ~ Kimitsu SHS and Akira Yashiro ~ Kimitsu SHSThis workshop will cover an overview of Communicative Language Teaching (CLT) theory and an explanation of the pedagogy. Attendees will be given a sample chapter from a Japanese textbook and will try to adapt it in small groups. The presenters will provide their own example lesson plan using the same sample.コミュニカティブ・ランゲージ・ティーチング理論の概要及び、教育学説明を行います。参加者は、教科書のレッスンを少人数グループで適用する活動を行います。また、発表者も同じレッスンを用いたレッスンプランを発表します。

E) Integrating Natural Speech into a Busy Class Schedule

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慌ただしいカリキュラムの中に自然なスピーキングを組み入れる方法(Session 2, Room A603):Melissa Janssen ~ Minamiboso BOE and Tsukasa Kudo ~ Tomiyama JHSWith an English curriculum packed full of new grammar, vocabulary, textbook reading, and other test-focused activities, it’s difficult to create opportunities for the impromptu and natural English students need to thrive and feel confident. This presentation will show an effective way to get students to use the grammar and vocabulary they’ve already learned in an unscripted setting by using Japanese culture.新しい文法、単語、教科書の本文などの試験向けの活動がたくさん詰まっているカリキュラムの中に、生徒が自信を身につけるために必要とする、即興で自然な英会話の機会を作り出すのは難しいことです。このプレゼンテーションでは、日本文化を扱うことで、生徒たちが既に勉強した文法・単語をスクリプトのない場面で使わせる効果的な方法を説明します。

F) English Outside of the Classroom 教室以外でも英語を(Session 2, Room A605):Amber Hermanson ~ Choshi BOEAs English teachers, we want our students to enjoy English. One way to enjoy English is to have it outside of the classroom. In this workshop, I’ll share my ideas of how to engage students outside of the classroom. These are ideas that both ALTs and JTEs can take part in.英語教師としては、生徒に英語を好きになってもらいたいものです。英語を楽しむ方法の一つは 、授業以外でも使うことです。このワークショップでは、教室以外でも生徒と関わる方法についてのアイディアを紹介します。紹介するアイディアは、ALT でも JTE でもできる方法です。

G) Connection, Communication & Challenge – Fostering English Conversation in Adult English Classes and Beyond コネクション・コミュニケーション・チャレンジ～大人向けの英会話教室で英会話の力を育てる方法～(Session 3, Room A602):Mackenzie McMillan ~ Isumi BOEWith no set curriculum and no prior training, adult English conversation classes can present ALTs with their greatest set of challenges. The challenge of how to foster English conversations with students occurs not only when teaching adults, but with students of all ages. This presentation will include useful, concrete pieces of advice based on my own experiences teaching English. The presentation will also include some general truths of EFL education that can be adapted for students of varying English levels and environments.大人向けの英会話教室は、カリキュラムも訓練する機会もないため、 ALT にとって最大の課題になります。英会話の力を育てるという課題は、大人向けの教室だけではなく、年齢を問わず全ての生徒に対して起こる問題です。このプレゼンテーションでは、実地経験に基づく具体的な役立つアドバイスを紹介します。また、様々な環境や生徒のレベルに適応できる英語教育の一般的な事実も含まれています。

H) Language in the Wild: Holistic Learning Activities to Develop Real Language 野生の言語～本物の言語を育てる全体的な学習活動～(Session 3, Room A603):Curt Hemsoth ~ Kyonan BOEHolistic learning is an approach to language learning that combines all four language skill sets. Activities require students to take in and understand information (listening and reading) in order to produce information (speaking and writing). In this workshop, we will learn how to create simple holistic learning activities for our classrooms to generate real language encounters for our students.ホリスティック・ラーニング（総括的な教育）とは、４つの言語スキル全てを結合する外国語指導方法です。ホリスティックアクティビティーでは、生徒が情報を作り出す（スピーキング・ライティング）ために、情報を聞き取って理解すること（リスニング・リーディング）が必要です。

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このワークショップでは、生徒に現実的な言語とふれあう機会を設けるために、簡単なホリスティックアクティビティーを作る方法を説明します。

I) Communicative Skit Making Using Pictures 絵を使ったコミュニケーションスキット作り(Session 1, Room A605):Masaki Kinjoh ~ Chiba University JHS of Faculty EducationSome of the most important things that we have to care about is how to make students more excited, how to motivate them, and how to let them speak English. When I have lessons with ALTs, I often use pictures. They are not just simple pictures; they are pictures with some kind of story. Using the pictures, we can think of many kinds of activities that students are interested in. This time I’d like to introduce the activity of “Skit Making.” I’ll choose 3 or 4 interesting pictures and explain the situations. After that, students (this time the audience) choose one picture and make a skit. Last, students have the presentation in front of the class. They have to play the role of the persons in the picture and the story must be interesting.教師が重視しなければならないことには、どうやって生徒を楽しませるか、やる気を引き出すか、英語で話させるか、などがあります。ALT とのレッスンの場合は絵を使う方法もあります。シンプルな絵ではなくて、何かのストーリーが含まれている絵を使うことで、生徒が関心のもてる様々なアクティビティーを考え出すことができます。今回紹介したいのは、「スキットメーキング」です。まず、教師が３～４つの面白い絵を選んで状況を説明し、その後、生徒（このプレゼンテーションにおいては参加者）がその中から絵を１つ選んでスキットを作ります。最後に、そのスキットを生徒がみんなの前で発表をします。絵に描いてある人の役を演じて、面白い話を作るのがポイントです。

Workshop materials will be uploaded to the Chiba Shared Google Drive and the Thousand Leaves Wiki (http://thousandleaves.wikispaces.com/) for ALTs and JTEs to access after the conference.ワークショップのパワーポイントなどの資料は、研修後「Chiba Shared Google Drive」と「Thousand Leaves Wiki」(http://thousandleaves.wikispaces.com/)にアップロードされます。

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What I am Doing Now Ideas from the Presentation

Group Ideas for Motivating Students

Motivating Students to Learn English – Using the Classroom to Make English a Part of the Student’s World and Not a Subject

Kelly Colee ~ Minamiboso BOE and Naoki Shimada ~ Reinan JHS

How Do You Motivate Your Students?

Recommended Websites: Questions?lyricstraining.com E-mail: kellycolee@gmail.comlang-8.com

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The Practical Application of Communicative Language Teaching (CLT)Claire Stathas ~ Kimitsu SHS and Akira Yashiro ~ Kimitsu SHS

No.1 Complete the sentences using one of the expressions.amazed at / interested in / worried at / taken care of injured in / known to / satisfied with / tired with

1. Though I’ve done my best mom is always my score. 2. She won’t be my score, even if I get 100.3. Recently, I got animal therapy.4. It is the world through a famous TV drama.5. I got in a car accident. I can’t walk well now.6. After that accident, I have to be by mother.7. She talked all day long and I was her chat.8. One day, I was watching a dog sitting in the hospital. It was a therapy dog!

No.2 Change the active to the passive.ex. Tom opens the door. →　The door is opened by Tom.1. Tom is opening the door. → The door opened by Tom.2. Tom opened the door. → The door opened by Tom.3. Tom has opened the door. → The door opened by Tom.4. Tom will open the door. → The door opened by Tom.5. Tom has to open the door. → The door opened by Tom.6. Tom was opening the door. → The door opened by Tom.

No.3 The teacher will explain four different people or things. Listen to the teacher’s talk and guess what he is talking about.1. 2. 3. 4.

No.4 Make your own quiz!

Today’s TaskIn small groups, plan how you will conduct your own survey about companion animals.  You will need to get the okay from your teacher before you make your survey, so you will write your plan and turn it in.[STEP 1: Plan]

1. Brainstorm what you will ask about.Everyone Only Pet Owners Only Non-Pet Owners

2. How will you get people to answer your survey? 3. Who will you ask? 4. Where do those people live?

2 in-person mail telephone online

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3 children teenagers adults the elderly4 big city midsize city small town countryside

[STEP 2: Write]Write your group’s plan on how you would conduct a survey. The subject (主語) should be the survey or the people taking the survey. The people reading this will know who is doing the research, so you don’t need to use the words ‘we’ or ‘I’. You should use ‘we’ when explaining why your group made a decision.

ModelMethods

A telephone survey of people in four cities, one in Australia and three in the U.S. was

conducted. Everyone was asked about getting to know people within their

neighborhood. Pet owners were asked more questions about the type/s of pet/s they

owned, whether they had formed friendships as a result of their pet, and if they had

received any type of social support from the people they met through their pet.

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Connection, Communication & Challenge-Fostering EnglishConversation in Adult English Classes and Beyond

Mackenzie McMillan ~ Isumi BOE

英会話 Quick Tips ★Before Class ★ - Set Goals

- Assess the class English level

- Prepare fresh and stimulating

lesson topics.

★In the Classroom ★ - Group work (split by English levels)

- Genuinely LISTEN to students

- Vary activities to highlight different

skill levels of students

- Play conversation games

- Include everyone in conversations

- Remember that awkward silences can

be ok. Don’t rush to chat!

- 70/30 Rule – Teacher speaks 30% of

the time and students speak 70%

★After Class ★ - Evaluate your lessons

- What went well/not well?

- How can I improve?

★Resources ★Chiba-kun Google Drive Lesson ideas and plans submitted by Chiba ALTs past and present.

Englipedia - www.englipedia.net – Activities made by ALTs for ALTs. Also includes lesson plans for the Hi, Friends textbooks.

TEFLnet - tefl.net/esl-lesson-plans/esl-worksheets-tp.htm – Amazing talking point worksheets on a variety of topics.

Busy Teacher - busyteacher.org – Free, printable worksheets for a variety of topics. Lesson ideas for elementary, junior high school and high school.

Dave’s ESL Café - eslcafe.com – ‘Idea Cookbook’ Large selection of lesson and activity ideas submitted by ESL teachers around the World.

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Sample Lesson PlanEikaiwa 9/30/15

Words of the Week

Outbreak A sudden breaking out or occurrence.

Tornadic Storm, wind, clouds related to a tornado.

Warm-Up Game – Two Truths and a Lie

Introduction - Tornados in the United States

Video Clips – Twister (film) - Tornadoes in Wisconsin

Weekly Reading

Agency concludes tornado touched down in Chiba – Asahi Shinbun – 9/8/15CHIBA--The Japan Meteorological Agency confirmed that a tornado with wind speeds of 119 kph to 176 kph caused the damage and injuries here on the night of Sept. 6.The tornado was rated a category F1, the second weakest on the Fujita intensity scale of 6, the agency said. The strong winds slightly injured three women and damaged 65 houses and buildings near JR Soga Station in Chiba’s Chuo Ward, according to the Chiba prefectural government.

The tornado also shattered windows of an express train on the JR Sotobo Line. Agency officials investigated the area on the afternoon of Sept. 7 and concluded from the extent of the damage that a tornado had touched down.

Game – English Pictionary

Language in the Wild: Holistic Learning Activities to Develop Real Language

Curt Hemsoth ~ Kyonan BOE

What is holistic learning?

Holistic learning is an approach to language learning that combines all four language skill sets. Thus, activities are comprised of elements that require students to take in and understand information (listening and reading) in order to produce information (speaking and writing).

For example, students may be asked to read a passage (generally from an authentic text; i.e., something that exists in the real world) or watch a video (again, generally something authentic). Then they may have to work together to understand vocabulary or grammar that they haven’t learned. Next, they may have to work in groups to write down answers to questions about the text or video. Finally, they share their answers and have a discussion about the topic.

Why use authentic texts?

The point of the holistic learning approach is to simulate real-world encounters with language. Therefore, texts (newspapers, parts of a book, television videos, etc.) facilitate ways in which we encounter language “in the wild.” While these texts can be altered to be a better fit for the students’ levels, too often texts that are encountered by students are structured around known and target grammar or vocabulary in such a way that they are unnatural to a native speaker. This leads to students developing strange grammatical habits, odd vocabulary choices, and a misunderstanding of the cultural context of the language in its native use. Thus, authentic texts provide real language that the students can use with real speakers in real encounters.

At what language level can I use holistic learning methods?

Ideally, if you are using a communicative approach to language teaching, holistic learning activities can be integrated into any of your students’ levels. However, the reality is that older methods of grammar-translation are still the norm in Japan. But I would argue that even in early elementary school teaching a holistic approach can be used as soon as the students begin learning the alphabet; reading a picture book out loud, pointing to pictures and asking “what’s this?” pointing to letters and asking “what letter?” and then having students write the letter engage all 4 skills with an authentic text. So while there is no clear answer, the simple answer is “at all levels.”

What about scaffolding?

When we work on a ceiling, we can’t just put the ceiling up piece by piece and have it stay in place. First we have to put up support, a scaffold. The same is true for language learners. If we want the material to stay in their brains, we have to provide support. Low level students need more scaffolding than high level students, but even high level students need some scaffolding. The main difference is that as students become more fluent in the language, the scaffolding methods can evolve from giving instructions and explanations in their L1 to doing so in the TL. Eventually scaffolding can consist only of context clues for reading, providing synonyms for new vocabulary, stressing certain words in a sentence when speaking to them, etc.

Let’s make a holistic learning activity! (10 min)

1. Select a text – For the purpose of this workshop, I have selected the text for you. 2. Modify if necessary – If the text is above the students’ average language level, some parts of the

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text may need to be modified. I have already modified this text for you and highlighted the new grammar and vocabulary.

3. Decide how you wish to present the text. Examples: independent reading, choral reading, partner reading, teacher reading out loud with students reading along, etc.

4. Decide what scaffolding you want to give to the students. Examples: dictionaries, a tool box, a matching game, gap filling the new words from a word bank, etc.

5. Decide a writing activity. Examples: write answers to comprehension questions in small groups, individual writing responses to comprehension questions, writing a short essay in response to the text (what do you think about…; how does this article make you feel?; what are other ways we can …?) or giving a similar topic to the topic of the text to write about (read a text on the moon landing; write a mission plan for your own moon landing) etc.

6. Decide a speaking and listening activity. Examples: whole group discussion about answers to the writing activity, whole group discussion about questions raised by the text, watching a video related to the text and asking individual students to answer questions about it, etc.

Let’s discuss our activities! (10 min)Q&A (5 min)

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The Day Women Went on Strike

The Women's Strike for Equality March took place in New York City on August 26, 1970. A full 50 years after the passage of the 19th Amendment, women were still calling for equality. More than 50,000 women marched down New York City’s Fifth Avenue. They stood arm-in-arm, stopping traffic during rush hour.

The march was lead by American writer and feminist Betty Friedan. Friedan wanted to show the American media the power of the new feminist movement.

Friedan’s original idea for August 26 was a national work stoppage. She wanted women to stop cooking and cleaning to send a message about unequal roles in the home and workplace. It isn’t clear how many women truly took part, but the march served as a powerful symbol. Women held signs that said, “Don’t Iron While the Strike is Hot.” Feminism took center stage in America.

Today, the women’s movement was most successful in passing laws for gender equality in workplaces and universities. Women in America now often enter college, graduate school, and the workplace. However, sometimes they are not paid the same as men. Also, little progress has been made in the area of childcare.

The long-term results of the Strike for Equality March have been mixed. But in the short-term, the event helped the feminist movement become noticed.

Modified from TIME Kids: http://www.timeforkids.com/news/day-women-went-strike/263381August 26, 2015

Text Choice: Time Kids article: The Day Women Went on Strike (modified)

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Reading Method:

Scaffolding Method:

Writing Method:

Listening/Speaking Method:

Poster Presentation Summaries & Handouts

Sessions and (13:00 – 13:10 and 13:15 – 13:25)① ②

# Presenters Activity Description Room

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1 Joseph Marks and Tomomi Nakamura ES, JHS – Listening and speaking A6022 Mika Thornburg and Ryoko Sano JHS – Listening and writing A6023 Kenyeh Ganda and Toshihiko Hayashi SHS – Speaking, reading, and writing A6034 Deborah Lansford and Masako

KobayashiJHS – Listening, speaking, and writing A603

5 Mathew Cartwright and Sachie Asano JHS – Listening, speaking, and reading A6056 Nathaniel Thierer and Mitsuyo Sekigawa ES – Listening and speaking A605

Sessions and (13:35 – 13:45 and 13:50 – 14:00)③ ④

# Presenters Activity Description Room7 Alessandro Pianetta and Fuminao

SekiguchiAll – Listening and reading A602

8 Terrique Goldson and Tomoyo Uekusa SHS – Listening, speaking and writing A6029 Melinda Marquardt and Kazuko Ogonuki ES, JHS – All inclusive A603

10 Jesica Lee and Hiroko Yoshiwara JHS – All inclusive A60311 Gisela Lascaris and Junko Kawakami JHS – Listening, speaking, and reading A60512 Musleh Ahmed and Masafumi Yashiro JHS – Listening, speaking, and reading A605

Sessions and (14:10 – 14:20 and 14:25 – 14:35)⑤ ⑥

# Presenters Activity Description Room13 Thomas Perrouy and Youko Katou SHS – Listening and speaking A60214 Phoebe Duke ES – Listening and speaking A60215 Kei McIlraith ES – Listening and speaking A60316 Vong Lor and Akiko Shimizu JHS – Listening and speaking A60317 Rebecca Hafermann and Miwako Usuba SHS – Listening, speaking and reading A60518 Matthew Moser and Hisako Kosuda JHS – All inclusive A605

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Me TooJoseph Marks and Tomomi NakamuraShirasato Junior High School, Oamishirasato ES & JHS – Listening, speaking

Number of Students: 25 - 35Materials: Small picture cards (printed and laminated if desired)Objective: Students have fun moving around the classroom and interacting with their classmates, practicing simple grammar from ES or 1st grade JHS. We will primarily demonstrate the activity for the grammar “I can/can’t ~.” It can be a general activity applied to other grammar as well, however, such as “I am ~” or “I play/do ~.” The activity is easy to prepare and simple to execute.Summary:1. Make matching pairs of picture cards suitable to the material to be practiced (action cards for “I

can/can’t ~.”)2. Distribute one card to each student face down. 3. After the cards are distributed, students walk around the classroom. They use the target grammar

to search for another student with the same card as them. (“Can you swim?” “Yes, I can!”, etc.)4. When they find their matching partner, they come back to the ALT/JTE at the front of the class

together and demonstrate, saying the target grammar together. (“We can swim!”)5. A single round takes only a couple minutes, so play about 2 or 3 rounds.Making the Cards: • You can download and print some of our collections of cards from the Chiba AJET Resource Drive. Use them for this game, or any game you like! Just print the sheet, laminate, and cut.• We recommend finding and printing a pattern on the back of the cards. This can make it a bit more difficult to see through thinner paper stock.Some easily adaptable grammar points:

I can / can’t ~(Hi Friends! 2, Lesson 3)(Sunshine 1, Program 8)

I do / play / (verb)(Hi Friends! 2, Lesson 6)(Sunshine 1, Program 3)

I am / I’m ~(Any self-intro. lesson)

I want to be ~ (Hi Friends! 2, Lesson 8)

6. War of the Nyans! ニャン合戦Mika Thornburg and Ryoko SanoHikata Junior High School, Asahi JHS 3rd Year – Listening, writing

Number of students: 15-40Materials: Individual white boards (pens and erasers) or scratch paper, writing utensils, game board (computer with PPT presentation, poster, or drawn on blackboard), mascots, definition/answer bankObjective: Students will become acquainted with English vocabulary words and their definitions in order to prepare for the vocabulary section on the High School Entrance Exam. Some questions were collected from past exams.Summary:

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Students practice English vocabulary as groups to take over as many prefectures as they can. Using a similar format to the vocabulary questions on the high school entrance exam, students think of vocabulary words based on the definitions they hear, practicing both their listening and writing skills. To spice the game up, I made all the teams Yokai Watch characters, but feel free to pick whatever mascots you like.1. Set up the game board.2. Divide the class into teams (3-6) and let them choose a mascot.3. Explain the rules. The objective is for teams to take over as many prefectures as they can

by answering questions correctly. The team with the most number of prefectures wins.4. Start with Hokkaido. The ALT will read a definition of a word and give an example

sentence (ex: a place where you go when you are sick. I caught a cold and went to the ( ) yesterday. Answer: hospital). Groups must listen and guess what word matches the description. However, the correct word begins with the first letter of the prefecture (for Hokkaido, the answer will begin with H, hospital).5. Teams write the words on their white boards and raise their hands.6. The first team to raise their hands shows their white board and reads the word aloud.7. If correct (and spelled correctly), the team’s mascot will be displayed over the

prefecture. If the team mispronounces the word, the JTE will ask the ALT to correctly pronounce it and have all students repeat it. However, the team who answered still receives the prefecture.

8. If incorrect, the other teams raise their hands, and the quickest team shows their answer. 9. The team who answers correctly picks the next prefecture.The JTE manages the game board, picks the quickest team to answer, and checks for understanding, breaking down definitions if needed. Meanwhile, the ALT reads definitions and helps with pronunciation. If all teams are struggling to answer the question, the number of letters may be written or said (h_ _ _ _ _ _ _).

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Jigsaw AssignmentKenyeh Ganda and Toshihiko HayashiTogane High School SHS – Speaking, reading, writing

Number of students: 40

Materials: Article for the students to discuss

Objective: Encourage students to share their ideas and opinions in a communicative class

discussion.

Summary: 1. Split the class in two.

2. Half of the students get one half of the article, while the other students will get the other half of

the article.

3. The students read their part of the article.

4. Match the students in pairs.

5. Each student explains their part of the article to each other, then each pair will answer the

comprehension questions together.

6. Discuss the article as a whole class.

Disney RaceDeborah Lansford and Masako KobayashiChoshi Second Junior High School JHS – Listening, speaking, writing

Number of Students: Usually 30 (can be adjusted)Materials: Printed and laminated character pictures, magnets, the class’ chalkboard/whiteboard, chalk/markers, a single dice, paper, and writing utensils for each team (optional.)Objective: The objective is a focused review of previously discussed grammar, vocabulary, or information learned about the ALT including their culture and traditions.Summary: Print and laminate characters to be pieces for the game. Adhere a magnet on the reverse side. The board (a simple grid pattern) is drawn on the chalkboard/whiteboard. The class is separated into teams who can then play rock-paper-scissors to have first choice of the characters. On each path are three symbols at various positions. (I use a star, X, and a heart mark.) The star means that team can move two spaces forward, the X means two spaces back, and the heart means that someone from the team must roll the dice and move accordingly. An even number means that team can move forward that many spaces, and an odd number means they move backwards that many spaces. (For example, moving forward two spaces, or backwards five spaces.) The ALT and JTE(s) can decide how many spaces a question is worth based on the level of difficulty. The winning team is the first one to go to the end of the board and back again.

Let’s Intonate! Mathew Cartwright and Sachie AsanoKamagaya 4th Junior High School JHS – Listening, speaking, reading

Number of Students: 30+Materials: A tablet device/smart phone/TV, Frozen video clip “The Party is Over,” script of the scene, stickersObjective: Students will practice and use intonation within a scripted conversational performance.Summary: 1. Explain some basic rules of intonation to the class and set the scene for the lesson

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3

5

2. Show 40 second Frozen video clip (The Party is Over) to the class.3. Hand out the script worksheet of the scene to the students and show the clip one more time -

the students can try to read and follow along. The JTE can translate and explain the scene in Japanese.

4. Recite and practice scene as a class, repeating after the ALT, emphasizing expression and intonation. Have the students make pairs and practice for 15 minutes.

5. Students then perform the scene with their partners to the JTE and ALT.6. Once all students have performed, the JTE and ALT pick the top 3 pairs, who get “special”

stickers. Everyone else gets points or smaller stickers.7. If there is time, ask the top 3 pairs to perform to the class.

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Zookeeper Animal GameNathaniel Thierer and Mitsuyo SekigawaOnjuku Junior High School ES 1st-4th grade – Listening, speaking

Number of Students: 10-30Materials: Poster sized (B4) animal flash cardsObjective: Students will practice hearing and speaking animal names in English.Summary: 1. In a large open space (gym or classroom with desks moved to the side), place the animal pictures

in a circle on the floor and have at least one student sit down in front of each animal. Larger classes can pair up.

2. Choose a student to be the ‘oni’ (it) and give that student an animal name. The student in front of that animal has to say a different animal before the oni tags the picture. If they are too slow, they become the new oni and the old oni takes a seat by the new animal. The old oni names a new animal and the game continues.

3. You can make a rule where kids cannot call the same animal twice in a row if you feel some lesser-known animals are being left out.

Word SplatAlex Pianetta and Fuminao SekiguchiKamagaya 3rd Junior High School Any level – Listening, reading

Number of Students: Any numberMaterials: Fly swatters, colored duct tape, chalk, blackboardObjective: Students will practice their listening/reading abilities and comprehension of target grammar points and vocabulary in a fast paced environment.Summary:“Word Splat” is a game I learned from my own teachers in high school and college as a way to review grammar and vocabulary/kanji. It works well for classes of all ages and ability levels, as I have successfully played it with all of the students at my middle school, from the special needs class to third year students, and from the lowest achieving to highest achieving students. It’s a handy lesson to have in your arsenal when you need to extend class by a few minutes, as it is very fast to set up and explain.

To play Word Splat, all you need is 2-3 fly swatters, a black/whiteboard, and chalk/whiteboard markers. I like to use colored duct tape to tape around the swatter and handle of the fly swatters. I

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purchased them at Daiso, so the total cost of this game shouldn’t exceed \700.

The teacher first writes the target vocabulary on the board. For grammar, pictures can also be utilized (rather than say the word in English or Japanese, the teacher can describe the picture in English using the target grammar point). Then, they separate the students into 2-3 teams. The students stand behind a line until the teacher says the term (in English or Japanese), and the first student to hit the word with their fly swatter’s team gets one point. Then, the students currently holding the fly swatter hands it off to the next students in line and the game starts again. Students can cycle through indefinitely or sit down after their turn, depending on how long the game goes. The winning team can also get prizes (at my school, I give them a choice of pencils or stickers).

I sometimes play English music off of my iPhone in the background during the game, but this can be up to the teacher’s discretion, as it could get in the way of comprehension of the target word.

Examples of Themes:

Phonics (cut/cute, fir/fire, rice/lice)Body parts (ex. by touching one’s head/shoulders/etc.)False friends (“パンツ,” “pantsu” vs. American English “pants”)Pronunciation (ex. if you say “kyatto” and they touch ‘cat’, they lose a point)

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Science CommunicationTerrique Goldson and Tomoyo UekusaChosei High School, Mobara SHS – Listening, Speaking, Writing

Number of Students: 20 – 40Materials: See belowObjective: This course was designed to develop students’ abilities to evaluate scientific facts, opinions, etc. from multiple perspectives and communicate through reasoning and a range of expression, while fostering a positive attitude toward communication through the English language.

Summary: Overview of a typical class

Co-teaching style

Lesson 1 summary – Accuracy and PrecisionLesion 2 summary-Gravity and Free fallActivities in the lesson

Materials and Recourses Activity 1Magnetic chalk boardMagnetsPaper WorksheetLecture sheetContainer (box, basket bucket) Yard stick/ruler/measuring tape

Activity 2Tennis ballPing pong ballPaper cupPlastic cupCardboard 1 and 2WorksheetLecture sheet

Lecture sheet 1.1　Vocabulary

Uncertainty and error in measurementUncertaintyMistake

Precision Accuracy

Lecture sheet 1.2

Accuracy is the closeness of agreement between a measured value and a true or accepted value (measurement error reveals the amount of inaccuracy). Precision is a measure of the degree of consistency and agreement among independent measurements of the same quantity (also the reliability or reproducibility of the result).

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Precision is really about detail. It has nothing to do with accuracy. Accuracy is about giving true readings, not detailed readings.

An ammeter has a zero offset error. This fault will affect A. neither the precision nor the accuracy of the readings. B. only the precision of the readings. C. only the accuracy of the readings. D. both the precision and the accuracy of the readings.

The reading of a constant potential difference is made four times by a student. The readings are 1.176 V, 1.178 V, 1.177 V, 1.176 V The student averages these readings but does not take into account the zero error on the voltmeter. The average measurement of the potential difference is A. precise and accurate. B. precise but not accurate. C. accurate but not precise. D. not accurate and not preciseLecture sheet　2Vocabulary Definitions: ForceGravity

Air resistanceDensity

Title: ___________________________________________________________________

Introduction:______________________________________________________________________________________________________

Aim: ________________________________________________________________________________________________________________

Hypothesis: _______________________________________________________________________________________________________

Materials/Apparatus: ____________________________________________________________________________________________

Method:____________________________________________________________________________________________________________Results Group 3

Object 1 Object 2 Size Weight Fall rate

Medicine ball Volleyball/football Same Different

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Group 5Object 1 Object 2 Size Weight Fall rate Air

ResistancePing pong ball Golf ball same different

Fortune Teller MadnessMelinda Marquardt and Kazuko OgonukiMisaki Junior High School, Isumi ES / JHS – All inclusive

Number of Students: 2+Materials: A4 size paper (with or without the outline),　scissors, pencilObjective: In this activity, students will be able to have a small conversation using recently learned grammar. The objective is to get the students talking and moving around, and to switch up the classroom atmosphere. This activity can also be used as a warm-up.

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How Many Toppings?Jesica Lee and Hiroko YoshiwaraAsahi 2nd Junior High School JHS 1st grade– All inclusive

Number of Students: ~36Materials: 18 topping varieties in envelopes with the topping name and amount of toppings written on the envelope, 3 blank pizzas and 3 blank okonomiyaki, question worksheet for each student, large flashcards to go over pronunciation of toppings.Objective: Students will be able to use “How many” to get information they otherwise would not be able to get. This game will require the JTE to explain thoroughly and simply and for the ALT to follow up accordingly so that students don’t get confused. It also requires the students to work together.Summary:

Introduction: “Today, you will make pizza or okonomiyaki. Then, you will ask what dish other groups made and answer other groups’ questions, and present your favorite.”

Step 1: Make your dish!Split students into 6 groups of 6. Pass out topping envelopes. Tell students to use the toppings and decorate their pizza/okonomiyaki however they like. students can use all or none of the toppings. Tell students not to worry about what the toppings are called yet. (About 3 minutes)

Step 2: Worksheet ExplanationStep 2-A: Pass out the worksheets with 6 questions on them. Each member of the group chooses a question to answer/be in charge of. (About 1 minute)

Step 2-B: Next, explain that each group will be asked these questions by other students. They must answer them in English! Tell them not to worry, because each student only has to remember how to answer the question they are in charge of (just one!). (About 1 minute)

Step 2-C: ALT reads aloud the 6 questions as students repeat. After the ALT reads one question, the JTE goes over the meaning and has students write the answer for their own dish on their worksheet. Then, move to next question. (About 6 minutes)

NOTE: Each student only has to write the answer to the question they are in charge of. At the end, students can look to their group members for the answers to the other questions.

Step 3: Read and repeat the topping namesThis step is important for students who are in charge of question 3. Remember, the purpose of this activity is not to memorize how to say different topping names, so assure these students that they at least have to remember how to say the 3 topping varieties that their group has. (About 6 minutes)

Step 4: Gather informationNow, tell students that they will have to find out what kind of dish the other groups made! They will interview the other groups with the 6 questions they answered themselves.

An interview session is like this:Groups will send 5 students to the other 5 groups, 1 student per group. That leaves 1 student in the group. He/she will be the Reviewer. The Reviewer’s job is at the very end, asking their own group-mates the last 5 questions on the WS. These questions are for getting feedback from their group-mates. Before beginning Step 4, have students choose who in their group will be the Reviewer.

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There will be 6 interview sessions so each group has a chance to get information from other groups. Each is 3 minutes each for a total of about 18 minutes. Afterwards, Reviewers will ask their groups “How many people like Group __’s pizza?” for each group (5 questions) and record and present the results. The Review Session should take about 3 minutes.

This activity should take a total of about 35 minutes.

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Making Original Dialogues

Gisela Lascaris and Junko KawakamiChikura Junior High School, Minamiboso JHS – listening, speaking, reading

Number of Students: 28Materials: Audio or video recorderObjective: Students should be able to:1. Work in groups to make original dialogues which are organized and flow like a natural

conversation.2. Use grammar points learned to make original dialogues.3. Listen to each other and say their part at the right time as fluently as they possibly can.4. Speak confidently, at normal pace and with loud voices.Summary: This activity uses a fun, relaxed and interactive way to help students practice the grammar which they have learnt in class. It can be used at all junior high school grade levels and with any number of students. This activity affords students the opportunity to be creative and put much thought and effort into what they have learnt. They also have to draw on their native language and find a way to marry the two languages in order to get their point across. Having students use all grammar previously taught in their original dialogue continuously, help them remember the grammar points better. Team work is also encouraged using this activity. Students are encouraged to not be afraid of making mistakes and learning from them. This activity was used with the first graders and made use of the grammar points learnt in the first semester.1. Students will revise/name grammar points already learned.2. Students will be told that they have ten minutes to make and practice an original dialogue using

the grammar points which they have learned.3. Students will then form groups.4. In their groups, they will discuss and make their dialogues.5. Students will consult or seek help from the JTE/ALT if there are any Japanese or English

words/phrases they are encountering difficulty with.6. JTE/ALT will walk around from one group to the next offering help or advice where needed.7. When the time is up each group will be given an opportunity to present their dialogue to the JTE

and ALT alone or to the whole class.Evaluation:1. Students can be given evaluation sheets to evaluate their peers.2. JTE and ALT can also evaluate each group’s dialogue.Post-Lesson Activity:1. Students will write their dialogue on paper.2. Some of the dialogues can be recorded in video format. Videos can be used to help students

indentify their errors and make corrections.

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Do you live in Kamagaya?Musleh Ahmed and Masafumi YashiroKamagaya Junior High School JHS – Listening, speaking, reading

Number of students: 35Materials: 1 sheet per student with preselected characters, spare sheets for students who lose their sheets during the gameObjective: Students will be able to ask simple questions and practice the target sentence learned in the grammar lesson held before.Summary:1. Students play rock-paper-scissors.2. The winner asks 2 questions from the sheet.3. After receiving the information from the 2 answers, the student guesses which character the

partner is.4. If the guess is correct, the person gets his/her partner’s sheet. If the guess is wrong, the other

person gets the sheet.

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Speaking Interviews for French Language ClassThomas Perrouy and Youko KatouMakuhari Sogo High School, Chiba City SHS – Listening, speaking

Number of Students: 1Materials: Grading sheetsObjective: The aim of this activity is to help the students improve their speaking skills in French by conducting individual interviews. It is adaptable for English language, too.

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Where is the Supermarket?Phoebe DukeElementary School, Kamagaya ES – Listening, speaking

Number of Students: 10-30Materials: A4 place cards, blindfolds if particularly naughty class, stickers for prizesObjective: This activity aims to have students giving, listening to, and acting on directions given in English. The aim of the game is for students to be directed by other students from one point to another using only English.Summary:The best way to start this activity is with a quick warm-up to review place names (for example, supermarket, train station, police station etc.), “left”, “right”, and also “go straight” and “stop”. Then, split the students into pairs or groups of four, depending on the size of the class. Arrange the desks to make “streets” and put place cards on them to make a “city”.

The groups will all start from different points in the classroom, (the number of students in the class will determine how many groups you can run at a time), making trains by placing their hands on the shoulders of the person in front of them.

The student at the front of the train will close their eyes whilst the second student gives them directions to a specified location in the classroom. The first group to reach the location will receive one point.

Repeat this until everyone has had a turn at both roles. Change the location of the cards to keep it

interesting.

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Where is the Toilet?Kei McIlraithElementary School, Kamagaya ES (6th grade) – Listening, speaking

Number of Students: 35 maxMaterials: Flashcards, bandanas, pictures of bombs. Refer to Figure 1.Objective: Through this activity, students will be able to ask and give directions under pressure using the phrases “Where is the ______?” “Turn right/left,” “go straight,” and “stop.”Summary:1. The home room teacher and ALT will place paper bombs on the floor while the students line up at

the front of the class in their lunch group. Refer to Figure 2 for the layout.2. Students will make pairs within each group and decide who will be blindfolded and who will give

the directions.3. The teachers will decide the students’ first destination and place the flashcard at the back of the

classroom. The ALT will get the students to repeat after them. E.g. “Where is the train station?”4. The teacher will count to three and the first pair of students will begin their journey toward the

back of the classroom.5. The aim of the game is to get to the desired destination without triggering the bombs by standing

on them. When the bombs are triggered the students will have to go to the starting point and start again.

6. The first team to reach the destination without getting blown up gets a point.7. Once all teams have reached the destination, the teachers will choose a new destination and then

repeat the instructions from step 3.Make sure all the students get a chance to give and ask for directions. Watch out for any cheaters. Explain to the students that if they use Japanese they will have to go back to the starting point. The team with the most points wins the game.

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Figure 1. FlashcardsFigure 2. Layout of the classroom

Jeopardy!Vong Lor and Akiko ShimizuOhara Junior High School, Isumi JHS – Listening, speaking

Number of Students: 10-40Materials: Chalkboard, paper, some time on your hands, point cards, and prizes (optional)Objective: Get students to listen and use as much English as they can while still having fun.Summary:Setup at least 3 different categories and make trivia questions based on said categories. Assign different point values to each question based on difficulty (how hard the question is to answer, how complex the question is, etc.) Make teams for the students and have them try to answer the questions. The team with the most points wins. Final Jeopardy and Daily Double are optional.

Explanation GameRebecca Hafermann and Miwako UsubaNagareyama Otakanomori High School SHS – Listening, speaking, reading

Number of Students: 20-40Materials: Heavy-duty cardstock (1’X4") for flashcards, markers, large clip to hold the cards together to keep others from seeing the next word. Objective: Students will be able to use circumventing in English to convey their ideas. Students will be able to explain meanings or desires in EnglishSummary:Split students into groups (2 groups for 20 students 3 or 4 for 40 students). Give each group a pack of flash cards. In each group, pick one person to be the guesser first. Have a teacher or student hold the cards over the guesser's head. The other students in the group will try to have the guesser guess the word over their head (like reverse catchphrase). When the guesser guesses the word, switch the guesser. This can be a timed activity or do it until you go through the cards provided or around the group. We do a time limit system and have it as a race. This activity can be used for review, grammar pattern practice, or a light game to break up the monotony of class, and is easily adaptable to all grades.

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English Situational RPGMatthew Moser and Hisako KosudaKatsuura Junior High School JHS 3rd grade – All inclusive

Number of Students: 1 classMaterials: Blackboard, chalk, goals of conversation and location cardsObjective: The students will be able to observe and participate in a goal driven English conversation by seeing various possible scenarios and grammatical structures of spoken English. The students will understand the verbal form of the language better and hopefully learn to drive and control the conversation.Summary:1. For the role play, groups of students and the JTE will form a team, and the ALT will be on the

opposite side of the conversation.2. A goal will be selected (borrow an item, invite someone for dinner, ask for a light, give a self

introduction, etc.). Levels can vary from easy to hard and the situation can vary from generic to real.

3. The JTE & students will brainstorm together and decide how to approach the goal, considering the location, mood, age of the speakers, etc.

4. The students or the JTE can take turns writing an appropriate question or statement that will get them closer to their goal, while the ALT always writes their reply on the blackboard.

5. They will win and get a prize once the goal has been achieved.

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Brightening Blind Barriers

At SDC 2014-2015, we opened with an activity called “Bright, Blurry, Blind.” ALTs and JTEs discussed issues and problems that they often face in the workplace, and divided them into three different categories:２０１４年～２０１５年の SDC の最初のアクティビティーは Bright, Blurry, Blind というアクティビティーでした。ALT・JTE としてよくある課題・問題を下記の３つのカテゴリーに分けて意見交換をしました。

BRIGHT – Bright topics are out in the open, clearly evident to both ALTs and JTEs. These topics are common knowledge that everyone knows about (even if they don’t struggle with this problem personally), and are often discussed at SDC and other meetings throughout the year.「Bright」（明るい）は、明らかに ALT にも JTE にも知られているトピックや問題・課題です。誰もがこの問題を抱えているというわけではありませんが、問題の存在は認識しているので、研修会などで率直に意見交換をすることができます。

Ex) The balance between preparing students for entrance exams and teaching communicative English例）入学試験準備とコミュニケーション英語とのバランス

BLURRY – Blurry topics are known about by ALTs and JTEs, but are not spoken about enough. People may be unsure or not allowed to talk about this information openly. If Blurry topics were made Brighter, there would be less gossip and unanswered questions. These are not addressed at conferences, but teachers may discuss them privately during or afterwards.「Blurry」（ぼやけている・曖昧）は ALT・JTE に知られてはいるけれども、もっと議論をするべき問題です。研修会で公式に議論はされませんが、研修会や研修会後に個人的に・ひそかに共有されています。この問題を抱えている人は、率直に話してもいいかどうか不安だったり、話すことが許されていなかったりしています。この問題がもっと「明るく」なれば、多くの疑問が解決され、噂話やひそひそと相談することもなくなるでしょう。

BLIND – Blind topics are ones that only ALTs or JTEs feel that they struggle with, and the other group isn’t aware of. If Blind issues were made Brighter, we would understand each other’s points of view more easily and there would be fewer miscommunications.「Blind」（目に見えない）は、ALT もしくは JTE のどちらか一方だけが悩んでいる（ALT が悩んでいるがJTE は悩んでいない問題、または、ALT が悩んでいないが JTE は悩んでいる）問題です。この問題がもっと「明るく」なったら、お互いの視点や考え方がわかるようになり、誤解が少なくなるでしょう。

This year, we would like you to divide into mixed groups of ALTs and JTEs, and discuss some of the topics that were submitted as “Blind” last year. Instead of trying to come up with a solution to the problems themselves, discuss how ALTs and JTEs can let each other know what issues they are facing, and ways that we can show our understanding and support (for) each other.今年は、ALT と JTE を混ぜ合わせたグループに分けて、去年「Blind」として出された問題を話題にします。問題自体の解決法を探すのではなく、どのような問題を抱えているかをお互いに伝える方法、そして、状況の理解を示しお互いにサポートする方法について話し合ってください。

Fifth Year ALT/JTE Panel

PanelistsVictor Pope II and Marie Kamata Tiffany Ross and Satomi Watanabe Vincent Mazel and Katsuhiro Uchida Shirahama Junior High School Iioka Junior High School Narita Kokusai High School

Questions1) What is one of your JTE's/ALT's strengths?一緒に教えている先生（ALT・JTE、その他）のすごいなと思うところはどこですか。

2) How do you communicate and work together?ALT・JTE 間でどのようにやりとりをし、協力していますか。

3) How do you stay motivated and inspired year after year?どうやって毎年モチベーションを維持していますか。

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4) What advice do you have for ALTs and JTEs about how to have a good working relationship?スムーズな人間関係を築くためのアドバイスをお願いします.

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