9:30-10:20

Cynthia Keith   

   Children's Drama Class

A Fun Way to Focus on Phonics

Abstract: Teaching Pre-Teens: Problems and Possibilities
How do you feel about teaching pre-teens? Even the most confident teachers can be challenged by 5th and 6th graders. They are no longer small children and not yet young adults, but seem to swing back and forth between the two. Do you experience difficulties generating energy, managing classes with mixed levels, or bringing out shy students? The presenter will share some secrets for success with upper elementary students in this activity-based presentation

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Abstract: 2006's Tips & Tricks to be a Top Teacher

Presentation Languages Japanese & English .

Last year's workshop was an amazing success!  So this year there's even more,  even more games, even more new songs and even more energy and genkiness to make you the best teacher your kids have ever had!

http://www.genkienglish.net/about.htm

2006年版素敵な先生になるためのためになる情報, 昨年のワークショップは驚くほどの大成功でした！だから今年は子供たちにとって最高の先生になるためにもっとたくさんの新しいゲームや歌、元気をご紹介します。

Alison Miyake

TC SIG Coordinator

Abstract: What is international understanding?  Are we really supposed to be teaching English in elementary schools?  What can we expect learners to pick up if we only meet with them twice a month?  How do we avoid the image of the foreign teacher as being the one who comes with fun and games?  Is it okay to just have fun and play games in elementary English classes?  How do we work with the Japanese homeroom teachers?  What are some things that can make the process of planning lessons go more smoothly?  What are the learners capable of at different age groups and grade levels?  How do we find out from the learners themselves what THEY want to do?  What are some useful resources for teaching in elementary schools (including activity ideas, picture books, teachers’ groups, etc.)?  How is teaching in elementary schools different from teaching at an English conversation school or juku?  What are your questions? Presentation Language English

国際理解とは何でしょうか？小学校で英語を本当に教えるべきでしょうか？冷静に考えると、１ヶ月に２回しか会わないのに、彼らが学ぶことは何でしょうか？外国人の先生は、遊びとゲームだけのイメージを取り除くためにどうしたらよいでしょうか？日本人の担任の先生とのティームワークはどうすれば効果的なものになるのでしょうか？授業計画が予定通りに進むように何が出来るでしょうか？それぞれの年齢と学年に合った内容はどのように見つけることが出来るの？生徒が何を学びたいか、どのように見つけるの？小学校で役に立つリソースの紹介。小学校の英語と英会話学校（塾）の英語の違いは何でしょうか？皆さんの質問もみんなで考えましょう。

Abstract:   Autism is a developmental spectrum disorder.  It is usually classified by developmental impairments in the following areas: social skills, communication skills, and stereotypical behaviors.  Motor development may also be affected.  It is also often accompanied by a sensory dysfunction/integration disorder.   Since autism is a spectrum disorder, cases range from very mild to very severe.  Each child is different.  It is the job of educators to help recognize prominent symptoms in children and to work in conjunction with parents, therapists, and doctors, to help identify the best way to work with each particular child.     Mild cases of autism may be misdiagnosed as Attention Deficit Hyperactivity Disorder (ADD/ADHD), Obsessive Compulsive Disorder (OCD), along with others.  These disorders may be present as well.  Sometimes a child just appears to be disinterested in learning or to be constantly misbehaving.  If educators can learn to recognize other symptoms consistent with autism and make further referrals for treatment, this has great potential to positively impact the kids that we teach.     There are many effective ways to work with children who have autism.  There are techniques which can be used to successfully communicate with and teach children with autism.  Body language, positioning, voice, and physical environment, all play important roles in the ability to successfully educate children with autism.   The key thing to remember is that each child is different, and we must be learn to look for and become sensitive to what each child needs, and then find a way to provide that.         Presentation Language English

Abstract:  Activities to Get the Upper Grades Involved                                    

Presentation Languages Japanese & English .

Many teachers, especially those involved in elementary school English Activities, express the difficulties of teaching children in the upper grades. Designing activities according to the developmental stages of children is common advice. The presenter will introduce examples of such activities, which have actually been used in classrooms that stimulate the children's interests and get them involved in communicative situations in English. The activities and tasks take a content based / related approach and are designed to be used according to the aims of elementary school English Activities.

高学年児童が積極的に参加するアクティビティー

特に小学校英語活動において、多くの教師が高学年の児童の指導の難しさを感じています。児童の発達段階に応じた活動のデザインが一般的なアドバイスとなっていますが、どのような活動が実例としてあるのでしょうか。このセッションでは、小学校の現場でも実際に使われている、高学年の児童の興味を刺激しながら英語でのコミュニケーション場面に児童を引き込む活動の実例を紹介します。これらアクティビティーやタスクは、内容重視の指導法のアプローチをとり、小学校英語活動のねらいに合わせてデザインされたものです。

Abstract: Teachers at Japanese grade schools tend to keep themselves at a distance from teaching English because it seems difficult for them.  In this workshop, the presenter will show you a range of activities for both teachers and parents to use to teach basic English to children easily. Even Japanese teachers will find that it may not be as difficult as they thought.  Presentation Language Japanese.

みんなで楽しく英語と出会いましょう。」英語だからって構えないで下さい。例えば、1年生でしている算数・図工を英語でしてみたら？数字・色など、英語を使って楽しく遊べます。英語をコミュニケーション手段として使いながら、英語で遊びましょう。

Caroline Lloyd

Hiroshima YMCA

Immersion Kindergarden

Hiroshima

Abstract    :  A Fun Way to Focus on Phonics

The presentation will feature tried and tested techniques for bringing your phonics classroom alive with games and activities that will not only be fun for your little learners but strengthen and reinforce their understanding of true phonic awareness.

フォニックス中心の楽しい勉強法
ゲームやアクティヴィティを使ってフォニックスの授業を活き活きしたものにするための手法をご紹介します。このゲームやアクティヴィティは子供たちにとって楽しいだけでなく、フォニックスの理解をさらに深く定着させるものです。

Abstract    :  All elements such as the school, the environment, the teachers, the parents, and all other professionally mature persons surrounding the learner are like fertilizers of a plant that enhance all forms of growth and development.  However in comparison to many other countries abroad Japan realistically lacks in many of these forms and values. We aim to help teachers in Japan realize that even though we as foreigners are the one and mainly key factor that makes English education attractive to learners;  it is the active and full support of the parents (even if they do not speak any English) that will really be the key to the students actual progress and overall development. We hope to help the teacher develop more skills to impart further knowledge, discipline and values to their student not only by themselves but through the cooperative efforts and involvement of the parents of students; and make them realize that as teachers we can strengthen their child’s knowledge and values but they as parents are the key factor. We would give you ideas and show you tips on how to better improve your teaching proficiency and abilities through the use of a designed syllabus, choice of  instruction materials, and the extensive use of card games, board games, and puzzles to help kids learn and interact not only with the teachers but also with their parents.  Depending on each situation it is up to individual teachers to devise and work out, how to advise parents in the many ways they can help their children with English at home; As a teacher for eight years in Japan through trial and error I have learned many ways to help me teach better including parents in the equation, with good results,  and I would like to share these thoughts and ways with other teachers and parents too.

Presentation Language English .

Jan O'Laughlin

Jan's English Classroom

Kagoshima

Abstract: Poetic language is musical language, creative language, playful language. The "sound effects" of poetry, such as rhythm, rhyme, repetition, melody, tempo, alliteration, onomatopoeia and so on are especially  appealing to children, who thrive on rich sensory experiences.

We can give children enjoyable and valuable whole language experiences through the medium of poetry.  Children of age ("adult" children too) can enjoy activities using poetic language, regardless of English Language ability.Activities presented will include storybooks in poetic language, counting-out rhymes, action rhymes, riddles, hand-clapping rhymes, ball-bouncing rhymes, tongue twisters, poems for recitation and speaking games using poetic language. Presentation Language English

詩のパワー   音楽が好き、面白い、言葉が好き、言葉遊びが好きな子供たちにとって、詩的言葉は、魅力的なものです。詩というものは不思議な力を持っています。言葉に表現できない部分-リズム、韻、繰り返し、抑揚、速度、擬声語、など-英語の時間を豊かにしてくれます。年も英語のレベルも関係なく、どの子供でも詩的言語を使ったアクティヴィティを楽しめます。いろいろな伝統的な遊び、ゲーム、絵本、なぞなぞ、早口言葉などを通して、詩のパワーを体験してみませんか？

Kagoshima

Abstract: In this workshop the presenter will help you tap into your creative talents (Yes, we all have creative talents!) to make your lessons more fun and interesting for your students. As educators, we need to help students learn new vocabulary. Are you tired of standing in front of the class, holding up a flash card and having your students repeat after you? By the end of this session you will walk away with your head full of ways to teach vocabulary with catchy rhythms and chants that your students will walk out of your classroom singing and still remember the following lesson.

Presentation Language English

このワークショプでは、あなたのクリエイティヴな部分を引き出すお手伝いをし、（そうです、みんなそういつ技能を持っています）、あなたの生徒達のためにもっと楽しくもっと面白い授業をご紹介します。指導者として生徒達が効果的に新しい単語を学ぶ方法を教えないといけません。教室の前に立ってフラッシュカードを持って、繰り返してくださいというやり方に飽きてきていませんか？　このワークショップの後、あなたの頭は、面白いリズムとチャンツを使った、単語の新指導法でいっぱいになり、帰ることでしょう。そして、あなたの生徒達は面白いリズムとチャンツを使った歌を歌いながら教室を出て、彼らは次のレッスンまでそれを覚えたままで来ます。

 Abstract: 【誰でも楽しく使えるフォニックスと文法】---Phonics and Grammar for everyone.

Presentation Language English / Japanese
Gaining in popularity at Elementary School, Phonics and Grammar that is fun , interesting and easy to follow and understand for the kidsand full of well planned ideas exercises and activity for you (the teachers) to use.

小学校で大ブレイク！小学生にもわかりやすく楽しく学べるフォニックスと文法の 指導法をたくさんのアクティビティでお見せします。

Kagoshima

Abstract: This presentation looks at  the various methods of teaching students how to read and, based on the conclusions of this study, suggests a very practical plan of action.  The purpose was to find the simplest and most economic method of teaching reading to Japanese children in the limited time available.  The various methods were examined and compared from the point of view of success rate, time, and pressure on the human memory.  Comparisons were made between English and Japanese, which showed the impossibility of learning or teaching English by the same method as Japanese is learned or taught.  The traditional methods, used in Japan, of teaching students how to read English were rejected because of the time taken and the natural limits of the human memory.  Only two methods were found to be practical -- analytical and synthetic phonics -- but synthetic phonics was found to be much quicker, simpler and more successful, as David will show in his presentation.  He will present his findings in a very pragmatic style, so that you can go back to your classroom and confidently begin teaching your students how to read in a pleasant and highly successful way. Presentation Language English

このプレゼンテーションは、研究の結果を基に、読み方を生徒に教える様々な方法やとても効果的な活動の提案をします。目的は、限られた時間で日本人の子供たちに英語の読み方を教える、最も簡単で最も効率的な方法を見つけることでした。様々な方法は種類、時間、人間の記憶等の観点から試され、比較されました。

従来、日本の英語教育では、無駄な時間がかかりすぎて、なかなか身に付きません。

このプレゼンテーションでお見せするように、Synthetic Phonicsは簡単で確実に身に付く方法です。

このプレゼンテーションは、とても実用的なスタイルで、皆さんが教室に戻った時、自信を持って生徒に無理のない読み方を教えることができます。