知識技術を教えるだけでなく、学生の将来であう状況をストーリーにして呈示し自己学習促進する試み。SchankのStory-centered Curriculumに準じた教材開発ことはじめです。
Application of Story-centered Curriculum for Anesthesia Education.
A workshop with activities in Japanese with some English, aimed at elementary and junior high school students. Consciousness-raising about cultural, linguistic and ethnic diversity in Japan to counter myths of a single homogenous Japanese race and nationality. To support the human rights of minorities and multiethnic children.
This document outlines the objectives, activities, and assessments for a Japanese language module on food and drinks. The module is divided into three layers: C-layer focuses on basic vocabulary and comprehension, B-layer applies that knowledge through interactive activities like role-plays, and A-layer analyzes cultural debates related to the topic. Assessments include flashcard drills, dictation quizzes, fill-in-the-blank exercises, and a unit test to evaluate student learning of vocabulary, grammar, and cultural understanding of Japanese dining customs.
The document provides guidance on preparing for and taking the oral and written examinations for the Japanese Beginners HSC course. It outlines the structure and requirements of the oral exam, which is a 5-minute conversation, and the listening section of the written exam, which involves answering questions about texts. It emphasizes the importance of practicing pronunciation, vocabulary, and sample questions to be prepared to interact naturally and demonstrate a range of knowledge during the oral exam. For the listening section, it advises students to familiarize themselves with topics, practice listening to Japanese, and develop their vocabulary in order to understand texts and answer questions effectively.
This document outlines the objectives and goals for a Japanese Extension Stage 6 course. The two objectives are for learners to present and discuss opinions in Japanese, and to evaluate, analyze and respond to Japanese texts that reflect Japanese culture. The course aims to meet these objectives through skills like listening, speaking, reading and writing in Japanese. It also prioritizes cultural understanding. Learners will be exposed to more authentic Japanese texts and topics through problem-based learning tasks that involve responding to authentic materials from a Japanese Sister City organization. Students will interact with native Japanese speakers as part of their project work.
This document provides instructions for teachers participating in an online English lesson with Japanese students. The 20-minute lesson will have teachers answering questions from 4-7 students about when certain events occur. Teachers should greet each student, answer their calendar-based questions by stating the month and date, and ensure students can find the date on their calendars. The lesson flow should be repeated with each student. A list of vocabulary including birthdays and holidays is provided for students to ask about. Teachers should stick strictly to the instructions and encourage students.
知識技術を教えるだけでなく、学生の将来であう状況をストーリーにして呈示し自己学習促進する試み。SchankのStory-centered Curriculumに準じた教材開発ことはじめです。
Application of Story-centered Curriculum for Anesthesia Education.
A workshop with activities in Japanese with some English, aimed at elementary and junior high school students. Consciousness-raising about cultural, linguistic and ethnic diversity in Japan to counter myths of a single homogenous Japanese race and nationality. To support the human rights of minorities and multiethnic children.
This document outlines the objectives, activities, and assessments for a Japanese language module on food and drinks. The module is divided into three layers: C-layer focuses on basic vocabulary and comprehension, B-layer applies that knowledge through interactive activities like role-plays, and A-layer analyzes cultural debates related to the topic. Assessments include flashcard drills, dictation quizzes, fill-in-the-blank exercises, and a unit test to evaluate student learning of vocabulary, grammar, and cultural understanding of Japanese dining customs.
The document provides guidance on preparing for and taking the oral and written examinations for the Japanese Beginners HSC course. It outlines the structure and requirements of the oral exam, which is a 5-minute conversation, and the listening section of the written exam, which involves answering questions about texts. It emphasizes the importance of practicing pronunciation, vocabulary, and sample questions to be prepared to interact naturally and demonstrate a range of knowledge during the oral exam. For the listening section, it advises students to familiarize themselves with topics, practice listening to Japanese, and develop their vocabulary in order to understand texts and answer questions effectively.
This document outlines the objectives and goals for a Japanese Extension Stage 6 course. The two objectives are for learners to present and discuss opinions in Japanese, and to evaluate, analyze and respond to Japanese texts that reflect Japanese culture. The course aims to meet these objectives through skills like listening, speaking, reading and writing in Japanese. It also prioritizes cultural understanding. Learners will be exposed to more authentic Japanese texts and topics through problem-based learning tasks that involve responding to authentic materials from a Japanese Sister City organization. Students will interact with native Japanese speakers as part of their project work.
This document provides instructions for teachers participating in an online English lesson with Japanese students. The 20-minute lesson will have teachers answering questions from 4-7 students about when certain events occur. Teachers should greet each student, answer their calendar-based questions by stating the month and date, and ensure students can find the date on their calendars. The lesson flow should be repeated with each student. A list of vocabulary including birthdays and holidays is provided for students to ask about. Teachers should stick strictly to the instructions and encourage students.
This document provides instructions for a virtual English lesson on directions for 7th grade students. It outlines that teachers will greet students and then play a game where students ask for directions to locations on a map and teachers respond following the map's answers. Teachers are asked to stick strictly to the provided dialogue, speak slowly, and praise students to encourage them.
The document provides instructions for an English lesson with 7th grade students. It outlines that the lesson will take place on December 16th from 14:45-15:05 JST. The lesson flow involves teachers and students taking turns asking each other "Where do you want to go?" and responding with hints about a country, its famous things, and describing its flag colors before guessing the country. The process is repeated with encouragement and praise for the students. Teachers should choose answers only from options circled in pink and follow the strict lesson format.
The document provides instructions for teachers participating in an English lesson with 7th grade students. The 20-minute lesson will have teachers introduce themselves and answer students' questions about famous people using only the information provided. Students will take notes on the information. Teachers should use gestures if students don't understand words and incorporate phrases the students learned previously into the conversation.
This document provides instructions for teachers participating in an English lesson with 7th grade students. The 20-minute lesson will have teachers introduce themselves and their best friend to students in small groups. Students will then ask the teachers questions about their best friend and English teacher to practice conversational English. Teachers are encouraged to use example conversation phrases to model language for students during the lesson. Precise start times and a reminder to check email are included to ensure smooth lesson coordination.
1.
第2回:Let's introduce the teachers to everyone!~先生をみんなに紹介しよう!~
年 組 名前
☆質問リスト☆
質問(英語) 質問(日本語) 答え(どちらでも可)
What is your name? あなたの名前は何です
か?
Where do you live? どこに住んでいるの?
Where are you from? どこの出身ですか?
What time is it in ( )?
*( )には先生の国の名前を入れよう
( )は今何時で
すか?
How old are you? 何歳ですか?
What do you like to do? 何をするのが好きです
か?
What time do you have
lunch?
お昼ご飯を食べるのは
何時ですか?
What time do you go to
bed?
何時に寝ますか?
What countries do you
want to go?
どの国に行ってみたい
ですか?
Do you like animes? アニメは好きですか?
Do you know ( )?
*( )には聞きたい単語を入れよう
( )を知っています
か?
Do you like ( )?
*( )には聞きたい単語を入れよう
( )は好きですか?
Do you have ( )?
*( )には兄や姉などの単語を入れよう
( )はいますか?
Do you have ( )?
*( )には犬や猫などの単語を入れよう
( )を飼っています
か?
Do you speak ( )?
*( )には英語や中国語などの単語を入
れよう
( )を話しますか?
2.
☆時間が余ったら他にもいろいろ質問してみよう☆
質問(英語) 質問(日本語) 答え(どちらでも可)
☆ 先生の紹介(例)☆
Hello, our teacher is Michael. He is twenty two. He lives in America. It is 10:00PM in
America. He wakes up at 7:00AM. He plays baseball. He likes cats. He doesn’t like
dogs. He speaks English. He doesn’t speak Japanese. Thank you.
(こんにちは、私たちの先生はマイケル先生です。彼は22歳です。アメリカに住んでいます。アメリカは今、朝の
10時です。彼は7時に起きます。彼は野球をします。彼は猫は好きですが、犬は嫌いです。彼は英語は話せます
が、日本語は話せません。聞いてくれてありがとう。)
☆先生の紹介☆
☆使える!まほうのことば☆
ソーリー?
Sorry? ー何ですか?もう一度言ってください。
プリーズ ウェイト フォ ア モーメント
Please wait for a moment. ーちょっと待ってください
プリーズ スピーク モー スロウリー
Please speak more slowly. ーもう少しゆっくり話して下さい。
プリーズ タイプ イット
Please type it. ータイプして下さい。