Off to the races - confidence booster

 How chuffed can a young learner possibly be! Only been teaching this lad a few weeks, but he's hit the Everybody Up Starter learning curve hard and sure!

His older brother & sister are already rock stars at Luna, but they'll have to up their game to stay ahead of this little tiger..I couldn't stop him diving into the next word he knew :)

 

China's snow bird - a writing & speaking project

 You've read the book, and enjoyed the thrills & spills with familiar characters...digested new vocabulary and recycled more; read bits out loud and shown understanding of the text.

Make your own character - a snow animal - including a bit of 'dictadraw' (add a scarf/hat etc), then write a description of your new animal with words from the glossary...and then read your work.

Win win using chatterkids app (students quickl learnt how to manipulate/edit/enhance their own creations!), following up our OUP Read & Imagine graded reader. After reading = fun activity & a legacy moment!

Talking text - Chiharu's Snow Rabbit

 

Listen to super Chiharu describing her "Snow Animal", an after reading project from OUP Read & Imagine graded reader "In the Snow". Extensive reading really works for our students' four skills and is an excellent outside of class  learning component; boosts language (grammar as well as vocabulary recyclying), imagination, reading large chunks of text & coping with comprehension questions quickly > great exam preparation too.

Creating this work = loads of fun as well - self & class as a group proof-reading & practicing, encouraging and giggling :)

Ruka's African animal☆

 One day a giraffe.The giraffe was very beautiful. 

She fell into a trap. 

She was sad, but tonight many
animals helped the giraffe. 

She was happy!

Teacher says - almost nothing? Let the kids play!

Teacher said 'rip it up'!

It's been a while since I've shared our classroom activities here. My students inspire me, and I love how the simple things work best - we are more or less back face to face & done with blended zoom lessons - where we couldn't use physical resources...

Any teacher of young learners will tell you that the physical interaction of learners with their own resources, and their physical interaction with each other is priceless - and we are more or less mask free too (not a policy, just the mood).

You can see we are continuing to use online resources - really cool presentation tools & 'distracting' audio/video components. And of course you can see our students all have their own text books = physical resources we at Luna think are irreplaceable. 

You can see flashcard chaos? 

Let's get organised!

I see students managing their own stuff, sorting and saving - and helping each other. Gentle corrections and lots of unsponsored vocabulary spoken...I mean, no teacher talk time, but students prompting, checking, repeating. Teacher's job = shut up & listen! Sure, a few subtle corrections & non-verbal encouragements, nudges & thumbs up, but hey, the students are doing all the heavy lifting! All the non-involved (but attentive) teacher needs to do is a little bit of fine tuning of pronunciation/word substitution & make sure we all have the same number of cards.

Pro tip? Before you take flashcards out of the books (eg Compass's Sounds Fun or Oxford Phonics World) ask students to 'tag' their own cards with their own unique colour - a pink dot in all the top left corners, for example. Why? Well, any card game you play = they will need to unsort quickly! And give then a zip lock bag to keep their precious cards, and elastic bands if you want to save even more time & bundle sets/units together - I don't...the "sorting hat" scramble is another opportunity for learners to queitly/quickly re-process vocabulary & categorise/sort it. Another little win, sensei!

I think I'd estimate teacher talk time in these lessons at about 2 minutes/hour. As a game player - setting the standard/modelling output & answering "Jim sensei, what's this?" questions, & joking along (H told me to 'Go away!' instead of  'Go Fish!') fully involved - but as a peer & actually trying to loose the game itself. 

I have a cunning plan!

How much Japanese did the teacher need to speak? Nope, none.

How much Japanese did the students come out with? Precious little, apart from 'social'or game play reactions.

How much explanation went into the games? None - we started, and guess what, the students figured the rules/goals out for themselves & stress-tested their ideas - and then refereed when Jim-sensei tried to blatantly cheat!

 

Cambridge Speaking Examiners - high maintenance!

Unfortunately, with the upturn of 'you know what' cases in Japan lately, I'm looking at having to provide certification for our nationwide network of Cambridge Assessment English Speaking Examiners online again this spring.


Really grateful that our Preparation Centre in Akasaka, Tokyo (King's Road School of English) provided me with the chance to video record more than 50 candidates back in early January. This was a massive undertaking, arranged during the Christmas holidays.

Over a dozen experienced Speaking Examiners offered up their free time for this crucial project on the day - demostrating for the first time how to properly, fully, deliver all levels of speaking examinations with covid-precautions/altered scripts & procedures in play, including groups of three candidates.

All of which means that we can now show recently trained/not examined yet/less experienced/'not examined since covid started' SEs copper-bottomed examples of how to deliver (interlocute)...properly.

I exhausted my go-to box of online certification tricks over the last two years. I'm quite sure Japan's Speaking Examiner team will be delighted with the quality of refreshing, relevant, and recent procedural examples they will be able to discuss & learn from as we certify this year.

When? All times JST = GMT +9. For SEs in Japan (as well as our disapora denied the opportunity elsewhere):

Feb 26 9:00am - A2:Key + B1:Preliminary
Feb 26 1:30pm - A2:Key + B1:Preliminary
Feb 27 9:00am - A2:Key + B1:Preliminary
Feb 27 1:30pm - Young Learners
Mar 13 9:00am - A2:Key + B1:Preliminary
Mar 13 1:30pm - A2:Key + B1:Preliminary
Mar 20 9:00am - A2:Key + B1:Preliminary

Contact Jim George oyajim@gmail.com if you would like information on attending future Cambridge Assessment English SE training - across Japan.