Hello everyone, I am teaching at a japanese private junior and senior high school. My 3rd year high school class has 40 students. I should teach listening and speaking while following the text. I have 65 min. a week with each class. I am trying to figure out what is the best way to have them listening and speaking for most of the class. I find it difficult knowing what the importance is; that they learn relevant English, memorize in order to do good on test. . . I feel that getting them to talk as much as they can is best but you know japanese students, they need a lot of structure. Any Advice???
As for my Junior classes I am supposed to develop a unit plan for the year. HOw do you choose what material they schould learn? Are there any websites with program templates that anyone knows of. My problem is that I think very broadly and have a really hard time narrowing in on a single point to teach. If you have any suggestions I would greatly appreciate it.
Thank you
Teaching pedagogies
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undeterred
- Posts: 25
- Joined: Sun Jun 27, 2004 5:31 am
- Location: japan
Hello Undeterred
No I don't have a text with the junior classes but sn.1 I use On Air and Sn.3 I use Hello There. They are really boring and I find it difficult to find intresting things to do with them. I feel really bad because I don't have a unit plan for my classes. I plan for my classes the day I have them. I need some ideas on how to plan and I guess to know what the goals are for each class. I don't know about you but it's really hard for me to find fun activities with a group of 40 students. If you have any ideas please let me know. Thanks
Jaime
No I don't have a text with the junior classes but sn.1 I use On Air and Sn.3 I use Hello There. They are really boring and I find it difficult to find intresting things to do with them. I feel really bad because I don't have a unit plan for my classes. I plan for my classes the day I have them. I need some ideas on how to plan and I guess to know what the goals are for each class. I don't know about you but it's really hard for me to find fun activities with a group of 40 students. If you have any ideas please let me know. Thanks
Jaime
Sounds like you might need some help in how to plan, more than what to do. In the beginning of my teaching days, I used to plan every night. I thought I could do a better job that way, always trying to build and use what I did the previous day. Then I got a little bolder, and planned a week at a time. In the plan, I would make sure I had enough activities to fill all the days, as well as a couple extras in case. Then I would do a quick review the night before and alter the plan as needed. Eventually, as time passed, I got irritated at the available books and decided to just plan the whole semester myself. This, of course, entailed a lot more work in the beginning, but a lot less work during the course of the semester. I usually make a grid of all the days in the semester, decide what kind of activities I will do each day, fill in with subject matter, and then create the material.
I'd also suggest looking through the archives for anything Sally Olsen suggests. (I'm in her fan club
)
I'd also suggest looking through the archives for anything Sally Olsen suggests. (I'm in her fan club
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undeterred
- Posts: 25
- Joined: Sun Jun 27, 2004 5:31 am
- Location: japan
Jaimeesl,
I used to do the same thing but it is not good. Find out how many lessons you have per class. Make a list of topis to teach. Allow 2 lessons for each topic. Easiest thing to do would be to follow a text. You don't have to use the book if you don't like it but some books have a structure and they build on eachother. I am currently using Expressways in favor of the book the students were given. I have to give them copies but I am feeling very good about the lessons. I have done the first 3 lessons; intros/greetings, asking permission, suggestions. I have found a groove and it's working.
Does that help at all? I have lot's of fun things but forget it. The kids need structure and pace.
Can you get Expressways? If not tell me the first 5 lessons of the text they have. I am reading "Learning Teaching", very interesting. 1000 yen delivered to your door.
Get back to me because I want to help you. I have been doing this for ages yet just started over with help from some folks on this site. I will tell you what they told me, its working.
Enjoy your day.
I used to do the same thing but it is not good. Find out how many lessons you have per class. Make a list of topis to teach. Allow 2 lessons for each topic. Easiest thing to do would be to follow a text. You don't have to use the book if you don't like it but some books have a structure and they build on eachother. I am currently using Expressways in favor of the book the students were given. I have to give them copies but I am feeling very good about the lessons. I have done the first 3 lessons; intros/greetings, asking permission, suggestions. I have found a groove and it's working.
Does that help at all? I have lot's of fun things but forget it. The kids need structure and pace.
Can you get Expressways? If not tell me the first 5 lessons of the text they have. I am reading "Learning Teaching", very interesting. 1000 yen delivered to your door.
Get back to me because I want to help you. I have been doing this for ages yet just started over with help from some folks on this site. I will tell you what they told me, its working.
Enjoy your day.
Wow this is really good
Thank you so much for the realization Lorikeet. You are right about the planning I just can't seem to focus when I plan. I always think of such broad topics and have trouble narrowing them. I need help in knowing what is best for the students in the hour they have with me. . .
The first 5 lessons in the senior 1 text(On Air) are; meeting people, school subjects, telling the way, After school and How do you get to school. I'll be starting "Who is it" after midterms. The Senior 3 text( Hello There) has the lessons; What are you interested in? This is my class Schedule, What club do you belong to? What are your plans for the summer and How did you spend your summer. I'll be strating " I guess I have the flu" after midterms.
I started to make a semester plan for my Junior 1 class. That is going well so far. I olny have 1 65min. class a week with all my classes it is hard for me to know what is better for them to do and learn while they are in class. Some of my higher classes seem to just want information given to them. It's funny, some of them know such complex grammar but they can't make sentences when they speek. It is really too bad. I want to know the best way to help them. . .
I recently ordered a free book called Talk a lot. It's a good book. I can use some of the lessons for my Junior classes and it has given me a little help with the structure of my unit plan.
Undeterred, thank you so much for your help, yoroshiku onagaishimasu!!
Look forward to more advice.
Sincerely,
Jaime
The first 5 lessons in the senior 1 text(On Air) are; meeting people, school subjects, telling the way, After school and How do you get to school. I'll be starting "Who is it" after midterms. The Senior 3 text( Hello There) has the lessons; What are you interested in? This is my class Schedule, What club do you belong to? What are your plans for the summer and How did you spend your summer. I'll be strating " I guess I have the flu" after midterms.
I started to make a semester plan for my Junior 1 class. That is going well so far. I olny have 1 65min. class a week with all my classes it is hard for me to know what is better for them to do and learn while they are in class. Some of my higher classes seem to just want information given to them. It's funny, some of them know such complex grammar but they can't make sentences when they speek. It is really too bad. I want to know the best way to help them. . .
I recently ordered a free book called Talk a lot. It's a good book. I can use some of the lessons for my Junior classes and it has given me a little help with the structure of my unit plan.
Undeterred, thank you so much for your help, yoroshiku onagaishimasu!!
Look forward to more advice.
Sincerely,
Jaime
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undeterred
- Posts: 25
- Joined: Sun Jun 27, 2004 5:31 am
- Location: japan
I teach the same lesson to all my classes. Nothing is too easy for anybody.
Don't give them information. You must reduce TTT(your talking time).
You must give them some simple writing exercises, like reading or listening comprehension questions. At first, they can't do it but if you do it each lesson they will learn and it will show them that they can construct complete sentences.
I'm in a big hurry, sorry!
Don't give them information. You must reduce TTT(your talking time).
You must give them some simple writing exercises, like reading or listening comprehension questions. At first, they can't do it but if you do it each lesson they will learn and it will show them that they can construct complete sentences.
I'm in a big hurry, sorry!
For what it's worth, what does your school want you to do with them? What is the school's goals? In my private HS, the 3rd year students are done with any classes in December, so I find it hard to motivate them after summer break.
I teach a special class for 3 kumis, called OCC Projects. No textbook (although I have done a lot of searching just to find some relevant background info).
I taught the class 2 years ago and again this year. Much more success this year because of what I have learned since the first time.
The course has 4 projects for groups to work on through the year. Groups are 2-3 people max. As mentioned, structure is extremely important, so you must keep the kids informed of what is expected of them and on what sort of deadline.
My school has some excellent computer resources, so some of the projects I have designed go well with them. Others don't require any computers at all.
One major caveat: On the first day of class, I tell them that I will not be teaching them any more grammar. They should already know how to speak it well enough. (If they don't, that's tough. Working in a group the way I have it set up, they won't feel that much pressure sometimes.)
Project 1: Scavenger Hunt
Groups find as many items on the list as possible outside of the classroom. The items must have English written on them. Keitai photos of the items are ok, but bringing them in is better. The main reason for this project is to show kids that even in Japan, they can read some English somewhere in their lives. I give them a couple of eikaiwa style lessons for practicing the use of "because" and superlatives.
Project 2: Biography
Groups choose a famous person (Japanese or foreigner) and create a 4 minute PowerPoint presentation. It must include 3 elements: pre-career information, career highlights, outside career interests/activities. They are allowed to read a script. Biggest fault was in understanding what outside interests meant and in putting some real meat to the presentations.
Project 3: Survey
Groups choose a topic and create a questionnaire, then use it to survey at least 30 people (students or teachers). Then, they must use Excel and PowerPoint to show a 5-minute presentation. Main point is not to fill the screen with data, but to explain what it means (or what they THINK it means). Written script is ok, but notes are preferred.
Project 4: TV commercial
Groups think of a totally new, sometimes wacky or impossible, product and use a corporate-style marketing design document to describe it. They make jingles and catch copy, then draw a storyboard to outline the commercial itself (2-3 minutes long). Then, they present it in class, and it is video-taped to show other kumis later.
I teach a special class for 3 kumis, called OCC Projects. No textbook (although I have done a lot of searching just to find some relevant background info).
I taught the class 2 years ago and again this year. Much more success this year because of what I have learned since the first time.
The course has 4 projects for groups to work on through the year. Groups are 2-3 people max. As mentioned, structure is extremely important, so you must keep the kids informed of what is expected of them and on what sort of deadline.
My school has some excellent computer resources, so some of the projects I have designed go well with them. Others don't require any computers at all.
One major caveat: On the first day of class, I tell them that I will not be teaching them any more grammar. They should already know how to speak it well enough. (If they don't, that's tough. Working in a group the way I have it set up, they won't feel that much pressure sometimes.)
Project 1: Scavenger Hunt
Groups find as many items on the list as possible outside of the classroom. The items must have English written on them. Keitai photos of the items are ok, but bringing them in is better. The main reason for this project is to show kids that even in Japan, they can read some English somewhere in their lives. I give them a couple of eikaiwa style lessons for practicing the use of "because" and superlatives.
Project 2: Biography
Groups choose a famous person (Japanese or foreigner) and create a 4 minute PowerPoint presentation. It must include 3 elements: pre-career information, career highlights, outside career interests/activities. They are allowed to read a script. Biggest fault was in understanding what outside interests meant and in putting some real meat to the presentations.
Project 3: Survey
Groups choose a topic and create a questionnaire, then use it to survey at least 30 people (students or teachers). Then, they must use Excel and PowerPoint to show a 5-minute presentation. Main point is not to fill the screen with data, but to explain what it means (or what they THINK it means). Written script is ok, but notes are preferred.
Project 4: TV commercial
Groups think of a totally new, sometimes wacky or impossible, product and use a corporate-style marketing design document to describe it. They make jingles and catch copy, then draw a storyboard to outline the commercial itself (2-3 minutes long). Then, they present it in class, and it is video-taped to show other kumis later.
Well I've asked the teachers about the goals for both Junior and Senior classes. They say that it is a comunication class, they want me to use the text as a guide line, teach about the different cultures between japanese and english, practice speaking and listening. For the most part it seems they only want me to give them different listening resources that tie in with the chapter in the text. That is not easy to do.
I understand what you said about motivating them after summer break. My senior 3 classes are finished after xmas as well.
I really like the sound of doing projects with classes but it could be a little difficult with 40 students. I guess depending on what the school says I could try someting like that with my Senior 1 classes of 15. Do you think that would be possible or are schools set on following texts? I really want to do good, make the content of my classes interesting while increasing their ability to understand English but I am just not sure where to start in the planning process.
I think for the most part my classes are interesting. I am always smilling, making my students laugh, introducing mew ideas and sometimes I use props. For example, I used dishes and utencils from the home ecc. room to teach table manners. I was surprised how many couldn't use a knife and fork. In a few weeks I will cook french toast in front of the class to teach the order of doing something.
These are good things I think but it just feels like there is no "meat" in the term of a class.
I understand what you said about motivating them after summer break. My senior 3 classes are finished after xmas as well.
I really like the sound of doing projects with classes but it could be a little difficult with 40 students. I guess depending on what the school says I could try someting like that with my Senior 1 classes of 15. Do you think that would be possible or are schools set on following texts? I really want to do good, make the content of my classes interesting while increasing their ability to understand English but I am just not sure where to start in the planning process.
I think for the most part my classes are interesting. I am always smilling, making my students laugh, introducing mew ideas and sometimes I use props. For example, I used dishes and utencils from the home ecc. room to teach table manners. I was surprised how many couldn't use a knife and fork. In a few weeks I will cook french toast in front of the class to teach the order of doing something.
These are good things I think but it just feels like there is no "meat" in the term of a class.
All of my classes have 40-45 students. The key is to get the kids in groups of 2 or 3. Any larger and it's too easy for slackers to get by doing nothing. Even in 3s, they do.I really like the sound of doing projects with classes but it could be a little difficult with 40 students.
Just speaking and listening? Tons of eikaiwa stuff to use. Use cloze exercises and popular songs. Have debates or mini speech contests or in-class panel discussions, etc. Have them draw a picture with instructions from another person who is drawing the same thing, but neither can see the other one. If the class can see, it really is fun and funny.They say that it is a comunication class, they want me to use the text as a guide line, teach about the different cultures between japanese and english, practice speaking and listening.
Talk A Lot??? I used that for FIRST year students, and it went well enough. Minimal outside stuff to photocopy. But for second and third year kids, it's far too childish and simple. Push them a LITTLE. Even the Fifty-fifty books are too low level for them.