I. General Trend of Current Market Situation in JapanGenerally there is an increase of beginner students and young learners

There is no Linguistic distance between the Japanese and English Languages. Example:English I really like ramen.JapaneseRamen ga daisukiRamen really like

Lack of motivation in learning English Issues of the English Education System in Japan lacks emphasis on importance of learning the

English language. Starts learning English in the 5th grade. TOEFL iBT 27\ TOEIC Top 39 Other Factors:

1. Bad Habits2. No or Low Motivation3. Self-Image4. Cognitive Ability5. Personality6. Emotions

Japanese Government’s Goal on English Education Reform by 2020 Olympics

INCREASE SPEAKING TIME

THREE MAIN FACTORS AFFECTING ENGLISH LEARNING FOR JAPANESE1. Linguistic Distance or the difference of patterns between English and Japanese.2. Lack of Motivation in Learning English3. Issues of the English Education System in Japan

RAREJOB’s MISSION STATEMENT?“Encourage 10 Million Japanese To Speak English Fluently”.“From the English I know to the English I speak and to the English I communicate in” (Philosophy)

Three Stages of Learning:1. Input – The stage where we instil basic concepts on Grammar, Pronunciation, and

Vocabulary to students.Example:Tutor: Today, we will learn nouns. Let’s start with this sentence pattern:I am a noun.Examples of noun are the following:Teacher, singer, and dancer.Do you understand?Student: Yes.

2. Practice – The stage where the student is able to apply the concepts he/ she learned in the input stage given a controlled environment. Example:Tutor: Repeat after me. I am a teacher.Student: I am a teacher.Tutor: Okay, good. Now repeat the sentence, but replace teacher with your job.Student: I am a doctor.

3. Production – The stage where the student is able to apply in an actual conversation what he/ she learned during input and practice.

Common European Framework of Reference for Languages (CEFR/ CEFR-J) Three Uses of CEFR:

1. Describe achievements of learners of foreign languages.2. Provide method of learning, teaching, and assessing.3. Validate language ability.

Characteristics of CEFR-J1. Based on CEFR2. Developed for specific English language teaching contexts in Japan.3. Consists of a series of “can do” descriptors.4. Based on “action-oriented approach”.5. Has 11 levels based on the A1 to C2 in CEFR

Pre-A1A1: A1.1, A1.2, A1.3A2: A2.1, A2.2B1: B1.1, B1.2B2: B2.1, B2. 2C1

RAREJOB LEVELS ( Student levels according to English Skill)

BEGINNER

INTERMEDIATE

ADVANCED

The Japanese Education Setting Second Language Acquisition Situation in Japan The Learning Cycle Student levels according to English Skill

VIDEO 2: How to make a lesson plan Outline?

How do you usually maximize your lessons given the limited time? Lesson Plan Outline Sample

Three Important Factors for an effective lesson plan: Lesson Objective:

What will my student learn from this lesson? Learning Activities:

What activities should I give to assist this learning? Progress Checking

How will I check the student’s understanding of the lesson?

What is the ideal lesson flow? Schema

- Schema is the Prior Learning of the student. We can also refer to schema as “RPL” or the Recognition of Prior Learning.Schema is needed for two reasons:1. For the teacher to determine what the student is capable of doing.2. For the teacher to know what skill to focus on during the class.

Example:Material: Daily Conversation BasicsPicture Activity

Do not ask the student to describe as this will assess the student’s knowledge on adjectives.

Sample Activity: Two friends met in a party. What will person A tell person B? (Self Introduction) Ask the student about his/ her hobbies/interests. (Simple Present)

Language Focus1. Present the words, expressions, etc.2. Present also the usage of these words, expressions, etc.

3. Error correction must be done to achieve student language awareness. Option 1: Immediately

Can be done if the student is focused on accuracy improvement.Example:

Student: I reading a good book.Tutor: Oh, you mean you are reading a good book.Student: Ah yes, I am reading a good book.

Option 2: DelayedCan be done if the student is focused on fluency improvement.Example:

Student: I reading a good book. The title of the book is Harry Potter.Tutor: [During feedback] Earlier you said, “I reading a good book”. It’s

Better if you say “I am reading a good book”, instead.Student: Ah yes, I am reading a good book.

Important Points in Error Correction:1. Error correction is not immediate positive results.2. Correction has negative connotations3. Patience is needed4. Type of correction is important

6 Types of Error Correction:1. Recast – Repeat correction form.

Example:Student: I reading book.Tutor: I am reading a book.

2. Elicitation – Prompt the student to do self-correction.Example:

Student: I reading book.Tutor: Can you repeat that?Student: I am reading a book.

3. Clarification Request – Ask the student to clarify the meaning of the word/ expression. Example:

Student: I reading book.Tutor: I did not understand that, can you tell me more clearly?

4. Metalinguistic Feedback – Use grammatical terms for explanation.Example:

Student: I reading book.

Tutor: In the present continuous, you need the verb “be” before “ing” form.5. Explicit Correction – Directly state that there is an error.

Example: Student: I reading book.Tutor: No, that is incorrect. You have said..

6. Repetition – Repeat incorrect statement in rising tone.Example:

Student: I reading book.Tutor: I reading book?

o Noticing – Awareness of language input and shows that there is improvement on ACCURACY & FLUENCY of Japanese students. Example:

Student: I reading book. Oh, sorry. I am reading a book.

FeedbackSample Activities:

1. Simulation2. Open ended questions

Important Questions:

1. Was the lesson objective met?2. What skill does the student need to improve on?

How to create a detailed feedback?

Two main Points in Giving Feedback:1. Focus

a. FluencyConfidenceSpeaking paceVocabularyPauses

b. Accuracy Grammar

2. Comprehensibility a. Pronunciation

Teacher’s Reflection

- Did my student meet the lesson objective?- Did I correct my student’s errors effectively?- Did I provide enough opportunities for my student to practice?- Did I give a detailed feedback?

Important SOP’s:- Attendance- Schedule Opening- Tutoring notes

What are the other important things to remember during the lesson?