Where Do you want to go1

Slide 1: 

What are our primary objectives?

WHERE DO WE WANT TO GO FROM HERE? : 

WHERE DO WE WANT TO GO FROM HERE?

How will we get there? : 

How will we get there?

Slide 4: 

SEG 英語多読コースのご案内 読書を楽しんで、英語力を伸ばすコースです！ いま、社会人の間で、 楽しい英語学習法 として英語多読がひそかなブームとなっています。 この多読を全面的にとり入れたＳＥＧ英語多読コースで、 楽しんで 英語を学んでみませんか？ 楽しくなければ 、英語学習は長く続けることができません。

このコースでは、中1～高3の6年間のカリキュラムで、次の５つの力をつけます。 　a) The Da Vinci Code などの大人向けペーパーバックを、普通に楽しめる速読力 　b) 英語で書かれた、自分にとって必要な専門書を正確に読める読解力 　c) 外国人と音声でコミュニケーションできる会話力 　d) 英語でエッセイや数学の証明が書ける作文力 　e) 国内大学進学・外国留学の双方の受験に対応する語彙力・聴解力・読解力・会話力・作文力: 

このコースでは、中1～高3の6年間のカリキュラムで、次の５つの力をつけます。 a) The Da Vinci Code などの大人向けペーパーバックを、 普通に楽しめる速読力 b) 英語で書かれた、自分にとって必要な専門書を 正確に読める読解力 c) 外国人と音声でコミュニケーションできる 会話力 d) 英語でエッセイや数学の証明が 書ける作文力 e) 国内大学進学・外国留学の双方の受験に対応する 語彙力・聴解力・読解力・会話力・作文力

It seems that the primary objective is the creation of a curriculum that will introduce English as a tool for communication through focusing on the active skills of writing and speaking. This should be done while teaching grammar and vocabulary. The solution that I suggest is the incorporation of clearly identified standards for every level and period of instruction that focus on grammar, vocabulary, expressions in context, and active skills. : 

It seems that the primary objective is the creation of a curriculum that will introduce English as a tool for communication through focusing on the active skills of writing and speaking . This should be done while teaching grammar and vocabulary . The solution that I suggest is the incorporation of clearly identified standards for every level and period of instruction that focus on grammar, vocabulary, expressions in context, and active skills .

These standards will indicate what the student will be able to do at the end of the period of instruction commonly called “CAN DO” statements. Curriculum standardization: Identification of the standards applicable to each of the levels and classes that are being taught at SEG.: 

These standards will indicate what the student will be able to do at the end of the period of instruction commonly called “CAN DO” statements. Curriculum standardization : Identification of the standards applicable to each of the levels and classes that are being taught at SEG.

It seems obvious from the information provided that we should actively target fun. Every class should include a warm up activity that targets the grammar point or vocabulary from the previous class or those for that same class. It should present that target grammar in a real communicative context. Some of the best are music, movies, or game-like learning activities. Time should not be wasted on warm-up activities that do not target a learning objective or that are not fun. : 

It seems obvious from the information provided that we should actively target fun . Every class should include a warm up activity that targets the grammar point or vocabulary from the previous class or those for that same class. It should present that target grammar in a real communicative context . Some of the best are music, movies, or game-like learning activities. Time should not be wasted on warm-up activities that do not target a learning objective or that are not fun .

Slide 10: 

We evaluate the achievement of goals.

Active Skill Practice: 

Active Skill Practice Once practicing the active skills of speaking and writing has been established as a primary objective, class time should reflect that . This is especially true for speaking. Students can and will write at home. They do not have that same opportunity for speaking. Discussing about a reading in Japanese is not an active language skill.

Slide 12: 

The teaching of grammar has formed one of the important foundations on which current English instruction is built. We must accept that as a basic premise.

Slide 13: 

How different Japanese and English are even on the most basic levels of the verb “To Be.”

Slide 14: 

The Verb To be (Be 動詞 ) is , am, are を be 動詞といいます。 日本語にすると 「～です。」 「～いる ( ある ) 」 の 2 つ の 意味 があり、文の中では述語になります。 主語 ( ～は、～が）によって is, am, are を使い分けます。

Slide 15: 

be 動詞 am を使うのは主語が I の時だけです。 I am a teacher. are を使うのは主語が You のときと、 複数 (2 人以上 ) のときです。 You are my friend. We are happy. is を使うのは主語が I, You 以外の 単数 のときです。 Ken is a student.

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be 動詞 「～です。」 主語＋ be 動詞＋名詞 ※ 物やことがら、人の名前などを名詞といいます。 例 I am Hiroshi Tokunaga. わたしは徳永ヒロシです。 You are our teacher. あなたは私たちの先生です。 This is my bike. これは私の自転車です。

Slide 17: 

主語＋ be 動詞＋場所を表す言葉　　「～いる。」「～ある。」 例 I am in Tokyo. わたしは東京にいます。 We are near the station. 私たちは駅の近くにいます。 My book is on the desk. 私の本は机の上にあります。

However, functional expression is also very important for comprehension and actively producing the language. : 

A rose is a rose is a rose. However, functional expression is also very important for comprehension and actively producing the language.

Slide 19: 

be 動詞 「～出身です。」 例 I am from Tokyo. わたしは東京出身です。 We are from Tokyo. 私たちは東京出身です。 Ken is from Tokyo. ケンは東京出身です。

Slide 20: 

Functional Expressions for Introductions: Hi. My name is… I’ m from…

Slide 21: 

Vocabulary: The Jabberwocky in the room

Slide 22: 

be 動詞 主語＋ be 動詞＋形容詞 ※ 物や人の様子、性質などをあらわすことばを形容詞といいます。 例 I am happy. わたしは幸せです。 You are nice. あなたは優しいです。 Your bike is cool. あなたの自転車はすてきです。

Slide 23: 

A rose by any other name would smell as sweet. 何と呼ぼうとバラは甘い香りがするものだ。「名前などはあまり重要ではない、実体が大切だ」という意味のことわざ。 Even if the student has mastered the grammar point, vocabulary is still the key to comprehension.

Slide 24: 

Vocabulary: Desert Is it a desert or a dessert? How does that relate to the verb : “To desert?” Or the adjective “desert?”

Slide 25: 

Let’s look at the definition for “ desert .” An arid region with little vegetation To leave someone who needs you; 3) To abandon in order to join the opposing cause, country, or army; 4)located in a dismal or remote area; desolate ; "a desert island"

Slide 27: 

Grammar Expressions Vocabulary These concepts are basic fundamentals for the teaching of EFL. The achievement of standards and targets for each of these areas for every level is our primary objective. This will make the selection of texts a much simpler task. Indeed, without these targets, how will we select a text or develop curriculum? Intuition?