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=Dear colleagues,=

=Privisionの授業形式に慣れてきたので、９月から以下の３つの活動を導入しています. = =①生徒の発話を増やす活動= =書き込みできないようにわざと（　　　　）を小さめにしています. 覚えて音読してほしいので. = =②情報のつながりを示す言葉に注目しながら論理的な展開を理解する読解活動 Pre-reading activity= =③自立的な学習者・クラスを育てるためのEssayのPeer correction ・Peer evaluation= =したがって、授業の手順は、Part 1,2,3 は各２時間、Part 4は１時間として、= =（１）Word Meister （５分）= =（２）Pre-reading activity (５分）= =（３）Vocabulary check= =（４）Comprehension check= =（５）Composition= =（６）Essay= =（７）Peer correction / evaluation= =です. =
 * =今回のオーラルイントロダクションはディスカション形式です. 目標は「がん告知」に対して、YES/NOの立場を決め、その理由を１文で言えることです. =
 * =穴あき音読教材の配布で、重い口を口を軽く？します. 各セクションの最後・前時の復習・５分時間があまった！時などにお使いください. =
 * =文整序と文挿入の読解活動を授業の最初にいれます. 　Part 1,2, and 3のみです. =
 * =Essayの下に__Comments from your friend__をいれました. 交換して何か一文（１０語以上）書かせてください. =
 * =Correctionは生徒のできる範囲で. 「今日はスペル完璧の日. 」とか「今日は３人称単数Ｓ抜け撲滅の日」とかポイントを指示すると１年生も取っ組みやすいでしょう. =

=Oral Introduction　 (４０min×２）= =Purpose: (1) Have students think about life and death.= =(2)Have them decide their Yes or No position with good reasons.=

=Ｍａｔｅｒｉａｌ = = 1st class　(40 min) = =①= =5 min.= || =In pairs, students stand up and shout a word starting with A to Z in an alphabetical order. Sit down when they finish. （結構難しい. 生徒の携帯で計時すると盛り上がる. ）= || =5 min.= || =The teacher writes on board: Do you like your father/mother? Why? Why not?= =In pairs, students discuss for 2 minutes and report their ideas to the whole class.（簡単な英語で表現できて誰でも一言言える. 母子家庭のために母も入れておく. ALTとTTでもよい. ）= || =5 min.= || =terrible / stomach cancer / spread / operation / ulcer / right / upset / shorten / persuade （What does "cancer" mean in Japaneseと聞いて時間の節約をする. ）= || =5 min.= || =Inform students that they are Mr. Aoki, a famous medical counselor and write an answer letter to Yumi.= =Students read the letter silently.= =（読解の前にタスクを明示し、読む目的を持たせる）= || =10 min.= || =In pairs, students discuss their ideas and fill Yes / No / It depends / with Reason 1 & 2. （ディスカッションは英語でさせる. 答えをプリントに英語で書かせる. どうしても日本語になるペアは答えを英語で= || =10 min.= || =In whole class, students report their opinions.= =The teacher writes them down on board and tells students to students to take notes for the next class.= =（生徒の意見をリストアップするだけでなく "What do you think about A-kun's opinions?"と聞き、クラス内インタラクションを増やす. Do you know the words 'informed consent / second opinion?"と聞き、必要な情報をelicit する. ）= =﻿= ||
 * =1= || =Warm-up=
 * =1= || =Or　Warm-up②=
 * =2= || =Pre-teach vocabulary=
 * =3= || =Reading with task.=
 * =4= || =Pair discussion=
 * =5= || =Class discussion=

= 2nd class (40 min) = =Purpose: (1) Have students think about life and death.= =(2) Have them write in a real life situation.= =(3) Have them evaluate peer’s writing.= = = =①= =5 min.= || =In pairs, students stand up and shout a word starting　 with A to Z in an alphabetical order. Sit down when they finish. 一回目（１回目より慣れてくる？計時してレスポンスが良くなっていることを自覚させる. 単語帳の語彙を１つは入れるように指示. ）= || =15 min.= || =Students write Dr. Aoki’ letter to Yumi. Have them count their words. （ウケ狙いでいい加減に書かないように見て回る. ）= =Tell students that their letters will be peer-evaluated.= || =10 min.= || =In pairs students exchange their letters, read them and write a 1-line comment. Repeat the activity with another student.= =（クラス分を集めて全体に再配布するとわくわく感が増すようだ. 「今日は３人称他単数をチェックしよう. 」と文法タスクを与えてもよい. ）= || =10 min.= || =In a whole class, the teacher makes a survey on board by having students raise their hands.= =Collect essays.= =（数字を見せると具体性と実感が増す. ディベートの導入活動になる. ALT とTTならアメリカの informed consentについて語ってもらう. ）= || =まとめの活動は、１時間とって、Summary tellingか、この課のトピックに関係するStory tellingにします. = =﻿=
 * =1= || =Warm-up=
 * =2= || =Essay writing=
 * =3= || =Letter reading and write comments.=
 * =4= || =Take a class poll.=

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