指導案Before You Read 28Have students listen by taking notes. After listening, let them share their ideas in pairs.Reading the whole text101. Have students read through the text for the first time to get an overview.Summary6Have students review the contents and give a Lesson goal.[Demonstration Skit]JTE: Now let’s listen to the news report about her. Listen carefully and try to get as much information as possible about Anzu.(After listening) Now work in pairs and share the information.ALT: Nice sharing! Now I’ll ask you a question. When did Anzu join the police unit of the Ibaraki Prefectural Police?*JTE/ALT take turns to ask any questions about the passage.*When students hesitate to talk, let’s ask the ALT first and give a communication model. (Especially for “Open-Ended” questions)JTE: Now how do you feel about Anzu?ALT: She is smart! Because...2. Have students match titles by guessing, relying on what they can partially understand.[Demonstration Skit]*ALTs can explain the meaning of any words in a proactive way.JTE: What does “abandoned” mean in Japanese?ALT: "Left behind" is another way to say it. In Japanese? Could you teach me?... Wow, thank you! Suterareru, I see!JTE: Now turn to pages 30 and 31. You can see the whole story from Part 1 to Part 4. I’d like you to read all of it and give a title toeach part. You can find the titles on page 30. *Let students work on the task and have interactions.[Demonstration Skit]JTE: OK, let's check the titles for each section. Check with your group members.*JTE/ALT walk around the class and check their ideas.JTE: Great job, everyone. So we're going to learn more about Anzu.ALT: What do you think about dogs that help us? What was one new thing that you have learned from the text today, and what doyou want to research/know more about? *Interact with students and let them set up the goals of the lesson.Digital Materials/CD*ALT can read instead.Textbook p.24-25, 30-31Textbook p.30-31ALTとのティーム・ティーチング用の指導案です。ALT派遣事業を全国規模で実施する、株式会社ボーダーリンクによる作成です。53
元のページ ../index.html#57