JP2002278441A - Foreign language conversation teaching material for private lessen - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide such a teaching material for learning by a student and teacher's guidance manual which facilitate setting of a learning target and learning plan by the increase of the conversation quantity of the student and by each individual, allow the building of the lessen contents and plan meeting the student's needs and can flexibly reflect the target, the contents and the plan by each of the individuals. SOLUTION: The foreign language conversation teaching material for a private lessen which consists of a student book, a teacher manual and a student workbook with a CD and realizes the teaching method meeting the level for achieving the purpose of the foreign language conversation learning by person-to- person between the teacher and the student and the contents of skills is provided.

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to a teacher's manual, a student book, and a student workbook focusing on a foreign language conversation. It relates to a foreign language teaching material that has been compiled so that the conversation ability can be effectively improved by setting and practicing those needs.

[0002]

2. Description of the Related Art For example, in conventional English learning, the theme of English conversation itself is embarrassing for a student, or conversation learning is a question that one teacher sporadically issues to a plurality of students. Or simply repeated the teacher's words by multiple students at the same time. That is, due to the less-established lesson style and the less effective group lesson, there is a shortage of opportunities to practice skiing practically. For this reason, even with the ability to read and write, the conversation environment for having a conversation with oneself is not sufficiently established. There is no foreign language teaching material for organically compiled private lessons to teach foreign language conversation.

[0003]

As described above, the amount of conversation of students is increased, learning goals (objectives) and learning plans are easily set for each individual, and lesson contents and plans that meet student needs can be organized. An object of the present invention is to provide student learning materials and teacher instruction manuals that can flexibly reflect the goals, contents, and plans for each individual.

[0004]

SUMMARY OF THE INVENTION The present invention is proposed to achieve the above object.

[0005] Claim 1 comprises a student book, a teacher manual, and a student workbook with a CD, and a teaching method according to the level and skill content for achieving the purpose of learning a foreign language conversation one-on-one between a teacher and a student. The Law relates to teaching materials for foreign language conversation with organic associations developed and researched independently for teachers and students for private lessons.
The level of the teaching materials is set according to the difficulty level of the problem and the required skills. In the student book, a learning goal description field in which the student and the teacher sign the learning goal set under discussion by the student and the teacher and the student signs, and a schedule table for planning and executing the learning goal are created. And the past tense,
Main words are described at the end of the book, along with a Japanese translation at the end of the book, with a writing-type learning warm-up column emphasizing the sentence structure of the present tense and future tense, illustrations for practicing conversation, vocabulary and idiom columns A vocabulary list, a column in which new words for each lesson can be written in Japanese and English, a writing type column in which teachers can write and practice reading aloud, a list in which the writing practice sentence has been edited with a Japanese translation, Each lesson consists of two or more pages, each of which consists of a column where you can write memos on topics spoken in the lesson, a world map at the end of the book, and an international quantity comparison table at the end of the book. It is a foreign language conversation teaching material for a private lesson characterized in that a conversation lesson can be performed using the student book 10.

Hereinafter, the contents of the student book will be described for each item.

The “target setting chart” (FIGS. 2 and 3)
Allow students to set and write specific goals in foreign language learning so that teachers can take lessons to understand and achieve those goals.

[Lesson planner schedule]
(Fig. 4) is created so that the lesson will not be forgotten and the date and time will not be mistaken. Create a student book and teacher manual so that students and teachers can record the lesson content at the beginning and end of the lesson.

In "Let's talk!" (FIG. 6), at the start of the lesson, the student talks with the teacher about what he did the day before and what he does next day. This conversation will be a warm-up with emphasis on the past and future forms of text composition before starting the illustration problem, and will have an entry section in the student book. In addition, at each lesson, a new conversation topic is given by the teacher, and this topic is compiled at the end with a Japanese translation (Figure 7).

“Illustrations” (FIG. 5) include illustrations depicting various movements, scenes, or images in each lesson. You may use the same illustration several times, but learn new grammar each time.

"Vocabulary list" (FIGS. 5 and 8)
Introduces new words, such as nouns, verbs, and adjectives, in each lesson and frequently in subsequent lessons.
A list of newly appearing words is prepared for each lesson and introduced by the teacher. In addition, other related words and expressions introduced by the teacher can be added to the page of each lesson (FIG. 5). The main words that appear in each lesson will be posted at the end of the book with a Japanese translation (Figure 8).

"Today's new word" (FIG. 5) is a noun,
Introduce new words, such as verbs and adjectives, in each lesson and use them frequently in subsequent lessons. Prepare a new word list for each lesson and introduce it to your teacher. In addition, other related words and expressions introduced by the teacher can be added to each lesson page (FIG. 5).

The "Today's Important Sentence" (FIG. 5) presents a practice exercise for writing for each lesson. Create a space for students to write down the text to be read by the teacher. This sentence, which summarizes each lesson, will have a Japanese translation and will be posted at the end of the book (Fig. 7).

The "Lesson Notes" (FIG. 5) show that the topics spoken in the lesson differ for each student.
Create a note field to help you review.

The "world map" (FIG. 9) can be used for exercises and lessons.

The "International Quantity Comparison Table" (FIG. 10) is used as a chart for the units of temperature, distance, weight, quantity, currency, etc., in preparation for figures, exercises, overseas trips, etc., like the world map. It can be so.

[0017] Claim 2 comprises a student book, a teacher manual, and a student workbook with a CD, and is a professor according to the level and skill content for achieving the purpose of learning a foreign language conversation one-on-one between a teacher and a student. A textbook for analyzing the profile and needs of the student, a schedule for planning and executing the learning objectives, and an example sentence are prepared in a step-by-step manner to guide the conversation contents based on illustrations. 2. A foreign language conversation teaching material for a private lesson according to claim 1, wherein a conversation lesson can be performed using the teacher manual 11 edited into several pages for each lesson.

A teacher's manual conforming to the student book is:
The lesson plan, practice exercises, and English conversation activities exchanged between teachers and students in each lesson (hereinafter referred to as activities) are described. There is also a section where teachers can write personal details such as the date and time of their lessons, their progress, and their goals (Figure 1)
1). In addition, the lesson curriculum, teaching methods (Figs. 15 and 16), and advice on incorporating illustration questions into the lesson are also written (Fig. 1).
3, FIG. 14).

Claim 3 comprises a student book, a teacher's manual, and a student workbook with a CD, and is a teaching method according to the level and skill contents for achieving the purpose of learning a foreign language conversation one-on-one between a teacher and a student. The method has been edited into several pages for each lesson, consisting of a group of items such as multiple writing-type writing questions, multiple audio questions, writing-type diary columns, and a column to note down questions in the next lesson. CD
2. A foreign language conversation teaching material for a private lesson according to claim 1, wherein a review of the conversation lesson can be performed using the attached student workbook (FIGS. 17, 18, and 19).

The student workbook incorporates hundreds of review activities, with each lesson including several written questions (FIG. 17) and audio questions (FIG. 18) that allow you to review the contents of the previous lesson. There are several questions. The contents of the written questions consist of reading comprehension problems, combination and rearrangement problems, fill-in-the-blank questions, questions with illustrations, conversation creation, puzzles, weekly diaries, and other questions that require imagination. It consists of questions such as listening / repeat, pronunciation practice, question writing, and writing using given words.

There is also provided a page (FIG. 18) in which students' weekly events can be written as a diary. To understand important words and sentences and get used to using them, it is desirable to write a diary using the key sentences learned in the previous lesson. The contents of this diary can also be used in the “Let's Talk!” Section of each lesson. There is also a question box for the teacher at the next lesson (Fig. 1
8). The CD (FIG. 19) enhances pronunciation and fluency in speaking.

[0022]

Embodiments of the present invention will be described below with reference to the drawings.

Each lesson lasts about one hour, and the times described below are approximate and vary depending on the student.

(1) Warm-up (5 minutes), (2) Practice (20 minutes), (3) Oral lesson (5 minutes),
(4) Activity (10 minutes).

In each lesson plan, lesson points are described for the teacher. This is an example of a practice exercise, in which students will learn grammar. By describing these points, teachers can understand the gist of each lesson.

In "Warm Up (5 minutes)", "Let's Talk!"
Use to derive relevant conversations from quoted content. In this lesson, students use the same grammar, such as "Today, I did" and "Tomorrow, I do," and students talk.

Each lesson has a new topic, and the students answer questions about the quotation and develop their conversation based on the answers.

The purpose is to get used to these phrases and allow the students to have themselves in the conversation at the beginning of the lesson. This section is a warm-up before starting the illustration problem.

In "practice exercises (20 minutes)", it is effective to spend lesson time on intensive exercises. In this exercise, the teacher's enthusiasm and patience are important. Teachers need to pay attention to the pace of student responses, as each student has different levels of ability and confidence.

In each lesson, various patterns of exercises are prepared, and the teacher gives instructions of the exercises easily and easily.

Example) Let's read the sentence afterwards. Answer the questions. Answer in negative or positive form. Let's make a sentence with more words. Follow the instructions and point to the illustrations or answer with numbers.
Change the tenses of your writing.

During practice, students should try not to read, take notes, or translate in Japanese or English in their heads. Look at the illustrations, listen to examples and instructions, and respond quickly and loudly. Students should not write on illustrations in order to gain speaking skills without relying on what is written. The speed and amount you can handle will increase with the review, so start slowly and carefully at first,
Accelerate the pace according to the student's confidence. The purpose is to develop speaking skills, so there is no need to discuss grammar while practicing illustration. Ask the teacher questions at the end of the lesson. It is more effective to learn repeatedly than to learn only points, so review the content of past lessons frequently.

In the "dictation lesson (5 minutes)", ten sentences (key sentences) are prepared. These sentences are a summary of the composition of the sentences that appeared during the lesson, and attach a Japanese translation to the student book. Students can write down these texts for later review.

"Activity (10 minutes)"
Different activities are provided for each lesson. The teacher will explain each activity.

In the student home work, review activities related to each lesson are prepared. These activities will be worked on by the students themselves and will be confirmed by the teacher in the next lesson. Give the class members time to ask questions about their doubts. Speaking and listening CDs are included in the student workbook to help students learn pronunciation and fluency.

[0036]

As described above, according to the present invention,
In one lesson, students can acquire abundant learning content accurately and easily according to the student's needs, and become able to have their own in conversation in a foreign language.

[Brief description of the drawings]

FIG. 1 is an embodiment diagram of the present invention.

FIG. 2 is a setting item list of a target chart of a student book.

FIG. 3 is a target chart diagram of a student book.

FIG. 4 is a lesson planner schedule table of a student book.

FIG. 5 is an example of a lesson page of a student book.

FIG. 6 is a list of Let's Talk at the end of the student book.

FIG. 7 is a portion of a list of today's key sentences at the end of the student book.

FIG. 8 is a part of the vocabulary list at the end of the student book.

FIG. 9 is a part of the world map at the end of the student book.

FIG. 10 is an example of a unit table at the end of a student book.

FIG. 11 is an example of a student profile and a needs analysis item list of a teacher manual.

FIG. 12 is a lesson planner schedule table of the teacher manual.

FIG. 13 is a page specifically explaining how to proceed with a drill in the teacher's manual.

FIG. 14 is a teacher knowledge page of the teacher manual.

FIG. 15 is an example (part 1) of a drill in a teacher manual.

FIG. 16 is an example (part 2) of a drill in the teacher's manual.

FIG. 17 is an example (part 1) of a lesson page of a student workbook.

FIG. 18 is an example (part 2) of a lesson page of a student workbook.

FIG. 19 is a CD at the end of the student workbook.

[Explanation of symbols]

 10 Student Book 11 Teacher Manual

Claims (3)

[Claims] 1. Student book, teacher manual, CD
It consists of a student workbook with a book, and the teaching method according to the level and skill content to achieve the purpose of learning foreign language conversation one-on-one between the teacher and the student. A learning target description column in which the teacher serves as a witness and the student signs and a schedule table for planning and executing the learning target are created in the student book,
In addition, a writing-type learning warm-up column with emphasis on sentence structure such as past tense, present tense and future tense, illustrations for practicing conversation, vocabulary and idiom columns, and a Japanese translation at the end of the book, A vocabulary list that lists the main words, a column where you can write new words for each lesson in Japanese and English, a writing-type column where you can write and practice reading aloud by the teacher, and the writing practice sentence is edited with a Japanese translation. 2 pages or numbers for each lesson consisting of a list of items, a column where you can write notes on topics spoken in the lesson, a map of the world at the end of the book, and an international quantity comparison table at the end of the book. A foreign language conversation material for private lessons, wherein conversation lessons can be conducted using a student book edited on a page. 2. Student book, teacher manual, CD
A student workbook with textbooks, teaching methods according to the level and skill content to achieve the purpose of learning foreign language conversation one-on-one between teachers and students, a description column for analyzing student profiles and needs, A schedule table for planning and executing the learning objectives, and example sentences are created step by step to teach the conversation contents in a drill style based on illustrations, using a teacher manual edited on several pages for each lesson 2. The foreign language conversation teaching material for private lessons according to claim 1, wherein the conversation lesson can be performed. 3. Student book, teacher manual, CD
It consists of a student workbook with the teaching method according to the level and skill content to achieve the purpose of learning foreign language conversation on a one-to-one basis between teachers and students. It is possible to review conversation lessons using a student workbook with a CD that is edited into several pages for each lesson consisting of a group of items such as a writing diary column and a column to write down questions in the next lesson. The foreign language conversation material for a private lesson according to claim 1, characterized in that: