2022 JASELE Presentation

全国英語教育学会：Lessons learned from student-teacher critical incident reports
Site URL: https://etm.edu.iwate-u.ac.jp

For ETM 3+ Members

To see the assignments we have had:

Announcements

Classes

ETM Cows (2021 – 2023)

ETM 3 for Cows (2022)
School Internship Program
ETM 1 & 2 for Cows (2021)

ETM Mice (2020 – 2022)

ETM 4 for Mice
ETM 3 For Mice (2021)
ETM 2 for Mice
ETM 1 for Mice!

異文化理解

2022 Meeting of MultiCultural Educators (異文化理解)
Meeting of MultiCultural Educators (異文化理解) (2021 )

Special Classes

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Overview of ETM

The knowledge that one acquires in ETM can be divided into four areas: Self, Knowledge of Schools and Society, English teaching and learning, and Language Proficiency and Knowledge. We hope that you will develop this knowledge through a mixture of practical experiences and university classroom learning.

The process of our learning is written below. In each ETM course you will have a chance to build your knowledge and skills in the three areas through practical experience, active learning in the university classroom, and self-study. You will write about your experiences and learning in your ePortfolio.

Here is a list of things ETM Members have learned!

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2021 MMCE Presentations 2022 MMCE Presentations

A

Accident Accuracy (Whether or not to encourage) Accuracy/ correct English (for students) Accuracy/ correct English (for Teachers) Accuracy for students Active Learning/ Interactive class Activities and Goals/ Purpose Adjust to or support students African countries A Good Class Algeria All English Approaches to language learning Appropriacy Appropriate/ suitable Activities Asian Countries Ask for and give information Assessment Assessment Atmosphere Authentic or Practical English

B

backwards design Balance of fun and seriousness Bangladesh Be positive Big effort/ Tried hard Blackboard

C

Cambodia Challenge Chants CI Reports Classroom English Classroom English/ Teacher talk Classroom management Class style in Japan CLIL Colombia Common mistakes of students Communication/ Communication skills Communicative Activities Communicative Language Teaching (CLT) Conduct interesting class Confidence Confidence of Students connected activities connecting four skills Content Content-based Language Learning Continue learning Controlling the class Control my feelings Core image of a word Course of study

D

Deep learning Demonstration Difference between Japanese and English Differences between ES and JHS Difficulty of teaching English Disaster Prevention Discussion Diversity Drama/ Skit/ Role play

E

Eclectic approach Economic disparity Effective study methods Egypt Elementary School English Education El Salvador Encourage student learning Encourage student speaking Encourage student understanding English education at JHS English Education in Japan English Grammar English Lexis English Only English Phonology Enjoy English ePortfolio ePortolio (Cow) Error ETM 2 Reflections and Assignments ETM 3 (Cow) Reflection and Assignments ETM Member Group building ETM Reflections and Assignments European Countries Experience Experience versus Theory Explaining structures Explanation/directions Exposure

F

Fear to speak English Finland Flashcards Flexibility Fluency (for teachers) Focus on form Focus on Form Four skills France Free or freer activities Free Substitution Friendly Fun class/ learning Functions Functions (Cow) Fuzoku JHS Teaching Princiiples

G

Gender in the class Germany Gestures Getting students’ attention Ghana Give A B or Give A to B Goals and Activities Goal setting Grades Grammar teaching Guatemala Guided discovery

H

have a confidence have fun (students) How to learn English

I

ICT Ideal image of English teachers Identity/ Personal development India Individual differences Information gap Interacting/ communicating with students Interaction Interaction Interaction Activities Interesting class Introduction Italy It is (adj.) for (a) to do (b)

K

Kahoot Katakana Keep Studying or learning Kenya Keyword Game

L

Language proficiency Learners’ needs Learning styles Learn to communicate Learn vocabulary or grammar by using Lesson planning Levels of tasks/ activities Lexical Approach Listening Listening

M

Making mistakes Meaningful class Meaning of ETM Meaning of games Middle Eastern countries MMCE Reflections Mock lesson Modelling Monitoring Motivation Music activities Mutual Lesson (Students and Teachers) Myanmar My dream My English Proficiency My listening ability My Speaking Ability My Vocabulary Level My writing ability

N

Nakano ES (Cow) Necessity to use English Need more English Nepal New Crown New philosophy Noisy student Noisy students Nominative relative clauses

O

Objective relative clauses Observing students Opportunity to use English Output Over-action

P

Pace Pair/ group work Passive learning Pattern practice Peru Phonology Phonology (Mouse) Picture books/ stories Picture Prompt Powerpoint PPP Practice/ Controlled Activities Practice activities Practice teaching Practicing structures Practicing Structures Praising Praising students Pre- activity Predict student reaction Preparation Presentation Practice & Production Presentation techniques Pronunciation Prosody Purpose of a fun lesson Purpose of English education Purposes

Q

Questioning Quizlet Quizzes

R

reaction of teacher Reading Reading aloud Real situations relationship of students Relationship with students Relative clauses Repetition Revision/ reviewing Role of error Roles of teachers

S

S. American Countries Scaffolding School culture School life in the USA Scientific research SDG Second Language Acquisition shortage times of teaching grammar Show A B/ Tell A B Shy Simple activity Simple instructions Singapore Situation Skills of Teachers Small steps small talk Smile songs Speaking Speaking Speaking clearly Speak loudly Special needs education Speed of speaking Spoken language Stereo game Strategies Structures Student-centered learning Student ability/ level Student English use Student feeling Student management Student Reflection Students’ responses to my class Students do not listen Students do not pay attention Students do not understand Students using Japanese Students were shy Students with disabilities Students’ responses sub-teaacher Subject names Subskills Substitution Sunshine Syllabus Syllabus (Cow) Syllabus (Mouse)

T

Task-Based Language Teaching TBLT Teacher-centered Teacher English Problems Teacher Reflection Teachers did not use enough English Teachers enjoy English Teaching Grammar Teaching materials Teaching methods Teaching Philosophy Teaching skills in General Teamwork and cooperation terms of concepts Textbook (JHS) Thailand Theories of teaching Time management Translation Trial and error Trust Try to speak English

U

UK Ultimate frisbee Unclear instruction Understandable instructions Understanding students Unexpected student actions Unit plan Use English Every Day Using English Using English and Japanese Using simple English Using visuals

V

Video Video activities Vocabulary Vocabulary instruction Vocabulary teaching/ learning

W

Way to teach English Well-balanced class Which do you want A or B? WordPress Word Prompt Worksheet Writing

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先輩

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後輩

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日本における英語教育

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