TEXTBOOKS

Why read your students textbooks?

• Know what they are and will be learning• Know their grammar and

vocabulary limitations• Understand the format of

how they will be learning

1.KNOW YOUR TEXTBOOK

OK, I’ve read it. Now what?What you should do:• Make note of vocabulary and grammar progression (A.K.A.

What are they learning and when) and use it.• Make note of what your JTE’s are teaching in solo class (if

you share a textbook, this is crazy important). This way, you can tie in T.T. class with solo classes to try and make a more seamless curriculum

Why?• Consistent grammar and vocabulary in English classes

makes English more manageable for students. • They will remember more. • And what’s more, they will see that the stuff they learn is

USEFUL!!! (say what?)

I should plan my lessons

2. Communication between the ALT and the JTE

Note: Talk to your teachers about what has been taught or not yet

taught in classes to make sure that students and classes are on par with

each other

• cohesive TT and solo JTE classes• English reinforcement for

students

DiscussionS?WhY?

Plan Meetings• plan lessons a week or

two behind your JTE (in case there’s problems with scheduling)

• Make an agreement to make a weekly meetings to discuss any issues with the plan. Or, you can individually talk with your teachers.

• Plan what works best for you and your JTEs

3. USE IT AND LOSE IT

Use the textbook, but don’t rely on it. Use the textbook as a framework for lessons

Use the textbook as the reference for the grammar and vocabulary in your lesson, and apply that information into speaking activities.

Try to make practical yet lively activities

How?

Like this!Topic (Gerunds/ 動名詞

Vocabulary limitations : playing, watching, listening, coming, etc..

Goal:Students will practice this verb tense orally. Hopefully, they’ll feel more confident using it.

Wow!!

Time ALT JTE

5 min Greeting- ask questions warm upWhat do you like watching on TV?

Greeting- ask questions warm upWhat do you like watching on TV?

5 min. Gerund tic tac toe. Students will practice using the –ing with tic tac toe in pairs of two. Explain the activity and hand out the sheet.

Gerund tic tac toe. Students will practice using the –ing with tic tac toe in pairs of two. Explain the activity and hand out the sheet.

5 min. Tic Tac Toe activity Tic Tac Toe activity5 min. Explain the gerund worksheet. Write

in your answers.

7 min. Students will write in their own answers to the questions. Try to write as many answers as they can.

Students will write in their own answers to the questions.

13 min. Students will practice asking questions and answering. After, they will ask “why?” Ex: A: What do you like doing with your family?B: I like eating dinner.A: Why?B: Because it is delicious.Maybe kaiten zushi method?

Students will practice asking questions and answering. After, they will ask “why?” Ex: A: What do you like doing with your family?B: I like eating dinner.A: Why?B: Because it is delicious.

10 min. Katakana to English Crossword Katakana to English Crossword

For example

Textbooks may place several similar grammar points within a lesson. It’s better to focus on one or two points and focus on them in your T.T. class

Present form

Past tense

Present continuous

Past present continuous

Questions

Questions Everywhere