I T TAKE S TTO

TEAMTEACHI NGMAGAZI NE

PUBLI SHEDBY THE SHI ZUOKA PREFECTURAL
BOARDOF EDUCATI ON
HI GH SCHOOL DI VI SI ON
EDmRI AL
Wel come toi ssue three of I T TAKES TWO We hope you
eqoyedthe rst twoi ssues and morei mportantl y bundthem
usef ul We certai nl y bel i eve that there arel ots of great
i deasi n thi si ssue and al 1you needi sthe conf i dence to y
themout Don tf orget to keep sendi qi n arti cl esf orf uttue
i ssues book revi ewsandl etters are okay too Goodl uckwi th
yourteamteaChi ng and haYe a greatSu mer
I T TI EES TI O 3 1 2

3



rhe cover i l l ustrati on
depi cLs a bl endi ng or East
and Wes J apanese and
Engl i sh through each or
OUr arChi tectual heri tages
the col umn pedi ment and
the Tori i
The coI umn i s common to
both styl es or archi tecture
and thererore underscores
the essenti al si mi l ari ti es
Shared by both cul tures
At the sanl e ti me the
COl umns act as symboI s of
the AET and J LT who
through combi ned errorts
PrOVi de a support struc Ure
ror Engl i sh l angl i age
educati oni nJ apan
Brendan OBri en
Yoshi wara Kogyo




2

AET
J ET


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LErrrrERS LETTERS LETTERS LETTERS LETTERS
DearSi r Madan
We a have good a d badti eSi n teamteaChi ng Reccntty
f ruStrated by an apparentl ack of devel opmenti n TTI satdown
and tri ed to f hd howto break the f bel i ng of gri dl ock
I sens d onl e no amme
Tbe probl emi s we don t ask ques ons However nOthi ngi s
that si mpl e Fi rst we haNe tO md the ri ght questi ons to
ask nerei s a very f ashi onabl e observati on whi ch has been
0 d bral ong dme
Q Whati sTT
A Askl 00peopl e a d you getl OOdi f f trentanswers
T si s a very superf i ci al conversati on Anybody who has
done thei r ho eWOrk hows that TTi s a j oi nt ef hrt by
J TI J ALT to devel op students co umi ti ve con tanCe
You can add extra bi ts about htemati onal i sati on or
WOrki ng wi thh the context of theJ apa eSe SyStem But the
abrementi oned sentence coversal 1thati f you thi nk abouti t
What peopl e real l y wa to knowI S Whati s the method
underl yi ng TT T si s very si npl e to answeri f you mt
away excessbaggage and go back to the begi nni ng
h the begi mi ng there was a syLLabus Uni corn Sunri se
etc and amethod Gra arnanSl adon nemethod di dn t
See tOmeet the reqtNementS Of the NewEra of
Comi ati ve CompetaA SOa neWmethod was eated
TEAMTEACHI NG
Commumi cati ve
COmpetanCe
Grammar transl ati on method
Syl l abus
Tea teaChi ng method Syl l abus Communi cati ve
COmpetanCe maybe
1
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0 0 S p 9 q l S 9 p
p 9 q t I O O t T J q P 9 9 t 9 T e J 9 d s 9 p t t P T L S S 9 1 9 q 1
9 S 9 q e q S 1 S 9 1 0 0 1
p I t 0 S m V 9 t q q
9 O S p 9 9 O S S b O t I O O D
S 1 p O 9 O N S S p g 9 t q O J d q 9 q
ut Grammar and Fi me TnedI StruCture ords atpreci sel y
the students l evel . Students are expected to both understand
a d use these
Rough hput Speech at al evel that the students can
understand but not produce yet.
Pr Cti ce Output Dri 11s di aJ ogues substi tuti ons uSe Of text
Co e Output Tasks Tl Studeds are so
COn med wi th compl eti ngthe task they do not worry about
the producti on of Engl i sh T si s the opposi te of Ptacd
Output Students use any and authel anguage they how
Tberei sno text l angtngeCOntrOl orteacheri nput
A commmi cati ve TTl esson shoul df oms heavi l y on Rough
p and Co m cadve O
The precedi ng di agramand bri ef notes rai se a number of
questi ons whi chi f they are answered honestl y Can hel p to
Si gni cantl yupgrade TT general l y
Fhe Tuned h
Do you keep thi spartof thel es n tOami mi mtnl evel
Do you i nsi st your students READEVERY WEEK not
e h da att skYel
Ro hput
Does the Au real l y speak at al oweJ l Oughl evel f or the
Studedsto basi ca11yunderstand
Does theJ n con e to tl Se RoughI nput i n nonTT
da eS notw y not
Pradi ce Outpt
Do you keep thi s part of thel esson to ami ni num T si s
the maJ Or queSti on ManyJ TLs and Amare not aware that
they are not doi ng comi cati ve taLSks For exampl e m y
excel l ent i nf omi on gap exerci se are Si mpl y Very
enj oyabl e dri LJ s Thel anguagei s stul contTOl l ed and the
exerci se doesn t gi ve the students a ckarl y de ed re On
3
A 9 A 9 1 S


9 J 9 S S n O A
i l O p W a 1 n q S A l
m 0 S p O 1 0 o l 1 o l
l S l 1 0 0 J S S t 9 O p q 0 0 l
l O 0 t O N S 9 a 1 J
9 9 A 9 1 J 9 9 1 9 q l S 9 0 p p O U l V 9
n p A p t P 9 q 9 n b t m n p S p
1 0 U I 0 O S U O l U 9 I l V
9 S O m d 9 A n m O q S 9 p n l S q
m 0 O l S p A q S l 8 p n l S
b 9 J 9 S I a e 9 n m 0 0
l O p n O A o q
I n O m 0
I S S e a t 9 d
d o l 9 A 9 p p l n O q S p O p J O 9 O q
l n O q I p 9 p 0 d m O A s 9 0 q
l n O A n p O J d
0 J O 9 9 J 9 1 t O l k m o 9 J S 9 q
l I 0 I n d I n O n 0 p 0 d 1 n d l n O p J d
9 9 9 q 9 J b 9 S 9 p p 9 n l M
p J d 9 n l 0 1 O p J q
BOOK REVI EW
Catheri ne Brown
Shi mada Koko
Kee ta CO uni cati ve f l uenc acti vi ti es Eorl an ua e
teachi ng by Fri ederi ke X ppel Cambri dge Uni versi ty Press
GreatBri tai n 1991
TtLi s resource book contai ns over one hundred di rent
acti vi ti es that promote real communi cati on mere are two
mai n types of acti vi ti es i nf ormati ongaP and opi ni onTgaP
acti vi ti es These take the f orn of i ntervi ews gueSSl ng
ganeS J l gSaWtaSks PrObl emsoI vi ng Val ues cl ari f i cati on
techmi ques mi me rOl e pl ay and storytel hg
For each acti vi ty uSef ul notes are provi ded on thel i ngui sti c
and educati onal ai ms the l evel Organi sati on ti me and
PreParati on requi red
ne second partof the book contai nswork sheetswhi ch can be
COPi ed to make many of the acti vi ti esi nstantl y avai 1abl e f or
usei dass
I hi gh1y reco end thi s resource book to anyonel ooki ngf or
real communi cati ve acti vi ti es The acti vi ti es provi de the
Studentswi th genui ne reasons to com uni catewi th each other
aswel l asi nteresti ngtopi csto workwi th
I have f oundi t ani nval uabl e resource f or usei n al 11evel s of
teamtaught cl asses as wel l as f or s a11er hi gherl evel
conversati on cl asses
5
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S t P 9 J q l e 9 1 9 q u q U 9 S l O S l n O
3 3 t r E A p t p t r e 9 T P 9 q l T T O J 9 t t I S 9 q l O 9 q l J O J 9 p p t T
9 q I J O d o 1 9 q l a 3 t d s T q t t I O I S 9 J O q J h S l t p q S 9 3 t n A
J O 9 9 q l O J 1 0 J b l p 9 0 U 9 9 S 1 9 A 1 0 S
O 1 9 t n 9 A q l J I 9 l O J q 9 9
9 A l O S I S n A l d s S g I g O S 0 1 S 9 S 9 p S
U l 0 O p O I S n A l S J O p I 9 l O p t
b q l J l n q 1 t I O d T l q t q t t I J b q l J a P p t l t J O t t I O l l O q t I O
p t r e l S l t 9 p n l S 9 q l J I 9 3 9 T d I d J q 1 9 t r t 2 A p t p t r e 9 9 q l
O L 9 9 S p 9 1 0 0 9 n O A 9 I O 1 9 1 2
9 a S l 0 O A 1 1 S n b l 9 0 0 S l
J I S 9 3 t T d J O J q t m t I 9 T t 2 P d o J d d t 9 q 1 9 A I p t I t 9 r P 9 q l T T O J
o s s s 9 p n l S p I 0 S 9 9 S 9
S 0 9 q d 0
9 1 S O A t 8 O l t 9 1 9 n O l O S O I
9 9 9 S 9 l O p 0 S a p n l S J n O q 1 9 0 0
J O l 9 S l 9 S p d n o J t p 9 0 1 9 p
J n b s 1 S 0 A p b a q 9 9 S
O S I S n d n o J t p e I S O S 9 t d 9 e S
T T t 9 3 t T d p t I t S d n o J 3 0 1 q T S l t I 9 P q S 9 q 1 9 p q I n q t O
m J O S I O d m O m q O l l 9 0
p 1 9 s 9 S 9 I n S 9 d
9 t D t 3 x S 9 T t y V 1 9 t I t D S l t I 9 p n l S a q l J O T P I O S p J t 2 0 q
9 I S O d 0 O l A d o p J O p 0 p 9 d J 9 A O l
0 I I l 1 1 0 S p O q m I A d o O 1 0 q d 0 b J d
l O O t P S H N
n O A 9 S S
S q m q N V S V N S
SPATI AL PREPOSI TI ON REVI EW
Steve Bri vati
I wata Xi ta Koko
T si s a dry but very ef f ecti ve ethod of revi eg
preposi ti ons
Fi rstl y revi ewrel evantv abdary f orexampl e
I n On under tOthel ef Vri ght of i n rthe bottomri ghtAef t
hand comerof h the top bottomof etC etC
Use asi mpl eworksheetwi th di rentshapes Oni t f orexampl e


Ci rcl e Square tri angl e reCtangl e hexagon
Seco dl y tel l the studentsthel ocati on of l etters f orexampl e
hl etter A i si n the topri ghthand cornerof the square
Thel etter B i si n themi ddl e of the ci rcl e
n y Students wri tei n thei r own di rentl etters then
Chal l enge or tel l thei r f ri ends to wdte themi n the correct
POSi ti on usl ng a di f Ferentcol ourpen
Thi s acti vi ty can be devebped as ani nf ornati on gap exerci se
However don t spend norethan ten mi nutes oni t I t wasn t
desi gned t j be outstandi ngl yi nteresti ng
7
U O S S n S d O l l O J 9
p 9
s
9 J q l 0 q d 9 O I
q A p o q 9 A J n q 0 9 9 O S d n o 0 S S 9 q 1 9 p q
i 9 J O
q I 9 S 9 q J n m J 9 1 d o 9 d J E I 9 J O
9 T d t m 9 J O p 9 1 S T X a l 9 J q 9 q 9 u 9 9 q 9 t q l S n 1
1 n O q t 2 S I 1 p t t 2 t t I O p t J t I O 1 t I 9 t I t I t S 9 S O O t P J 9 q t 9 1 t P 9
1 9 q 9 0 p l n O S 9 n l
t 9 1 9 J d 0 1 t S S 9 9 t I 9 q A l q t q O J d T T P I I S 9 3 t r e q S S 9 9 t I
s d n o 1 J O S l S S S m S p p I S l p S S
S 0 A 0 l 0 S O d 1 0 1 S 9 n r p 9 p
t I n 9 q l t J p 9 J u 1 S d n o J q S d n o o l t I l a q l p P q
9 A O S J O l 0 9
J 0 9 O I U O l 9 J l 0 0 9 q p l n O q S 0 S O d
9 q 9 I A J O I S l O S 0 A 9 1 J S p n l S
P e O q P U O 9 o l J O Z
p l J O I J O o I S I O d
I S O p P b L 0 9 A 9 9 J O p 9 1 P S 9 p n l S l
I O H
S 9 A I S d l n O 9 n 1
O S S 9 l l O 9
l O O t P S H J O 9 S l 9 A 1
0 0 l
A 9 A 9 1 S
S N O I N A
FNI SH MY FAMI LY TREE
Steve Bri vati
I wata Xi ta Koko
bvel A
Ti me 2030mi nutes
Language Have got and f ami 1i es
mOD
1 Ensure the cl assknowswhata f ami l y treei s
2 Students wri te thei r ownnamei nthemi ddl e of a pl eqe Of
paper
3 Gi ve the Onemi nute to drawasmuch of thei rf ami 1y tree
pOSSi bl e
4 Studentspal ruP and exchange sheets
5 Students00mPl ete each otherstreesby aski ngquesti ons
Exampl es
Di d yourgrandf atherhaveany brothers
Wasyourauntm ed
6 As students do the exerci se they ask thei r teacher to 11
VOCab a gapS
Exampl es
Sensei Whati smy f ather sbrother
O l
9 P a I O p l 0 I l p S 1 0 p A I d
o p I O t r t I t t p 9 9 q J t t m t p t r e l 9 f q T I S L
p 9 A 9 J 9 S 0 9
l O p I o N
S S 9 O p n O A
O p I s 9 A E
l n O A
S 9 I d
l 9 1 S q l 0 0 1 S q
9 p n l S J 9 p J O A S 9 9 I S S 9 9 p n I S g
S J 9 d t 2 d 9 t r t 2 9 p t I t S m d o l t I 1 9 s l t I 9 p n I S
S I J O S 1 9 A 9 1 P b t P 9 J 9 p q n
m
l O p I J 9 0 q l U O p 9 9 A 1 9 p S 0 0 Z
0 A J a A J a d J O d S p l q p S t P l
O H
0 9 n 7
S I n O Z l t u
l 9 A T
0 0 l q I
P A J A 9 1 S
H V m S I
STANDANDSHOUT
Karen Hawki ns and Satoru Uematsu
Mi s a M ami Koko
T si dea comesf roma tradi ng pl aces workshop at the1993
Mi d Year Bl ock Semi nar hel di n Nagoya ne WOrkshop was
hel d enti rel y i n Arabi c. Parti ci pants l earnt the Arabi c
nud erS and the acti vi ty usedi n the workshopi s usef ul f or
teachi ng groups of thi ngs SuCh as numbers Shapes etC aS
Wel l as f br revi ewi tl g VOCabuI ary gramtnar and f br Li stemi ng
pracd00 brexampl e el di rence
1 Choose yo target Engl i sh numbers VOCabul ary etC
I f you have sI X grOuPS Of seven you can have seven targets
i f you have three groups of f ourteen you can have f ourteen
targets
2 Make one set of target cardsf or each group i e Si x sets
of seven targets. Each card shoul d have the target wri tten
Oni t di vi de the cl ass Wri te the targets on the board
Practi ce pronunci ati on of the targetS
3 Pl ayi ng the game You cal l out one of the targets at
random One student on each teamshoul d have thi s target
Card T s student shoul d stand up and repeat the target
back to youI N AN AUDI BLE VOI CE ne f i rststudentto
do thi swi ns a poi f or hi s team A er they get the hang of
i t have themexchange Cards mOre f requentl y as the gaJ ne
PrOgreSSeS neygetVeryl oud
THE EXPANDEDVERSI ON
Some students have troubl e putti ng nouns and vef bs together
Mr Uematsu andI devel oped an expanded versi on to practi ce
ma ng pha S T s canl done a pa erns
andi di omati cexpressi onsf brmore advanced students
1 Make two sets of target00ds One wi th nouns wri tten
on them SuCh as bi cycl e f ood etC d onc setwi the
11
Z l
O f I 1
1 C 0 1 1
1 1 f I 1 0 1 0 9
1 l 9 1 9 0 1 I J Q
c i C 1 I 1
Y 1 9 I
G C l Y t I 1 J z
O f 1 P l C
e 1 J l 0 1 f 1
C C 9 1 Y
1 1 l
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7 7 u Y Y Y
1 1 1 1 g 9 Y 1
1 1 G 1 9
1 0 1 9 1
0 9 1 I g 1 Q
T l 1 1


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m q 9 O d s 9 J p 9 d p p l 9 A p 9 m
q J 9 A 9 S n J O p O q J J q J 9 J O 9 n S q n S
A q J p l 0 n O A S p 9 q l u O p 9
9 A O J d q J 9 A l p n l S n O t I 9 q l S 9 A 1 r
J O W 9 q S p J 1 9 9 P d L p S 9 q 1 9 A 9 q
m O U 9 9 A S p n l S 9 q l p q J A 9 q l S 9 A J O 7 V
L S p 9 p n l S 9
S 0 3 l I d E
p O q
9 q l U O S p 9 I l u 1 9 1 q 9 p p o q
3 s p S 9 d 9 p J d l Z
q a 9 n
9 q l t 9 9 t I O 9 t H O S 0 9 J T t l d t s t t t S t H a q l t I O p 9 1 t I P d
q l 0 9 p a d S p e S
J O 1 9 S a a q l O S m 1 J O S 9 J P d
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1 2





2
eat f ood ri de a bi cycl e Yri te i th a pcnci l e si t on a
bench carrY a bag read a book dri ve a car

3
1 1 1

eat f ood


2
a book
ead a bag
carry
a heavy bag

a f ountai n p r
Yri te Yi th a hamburgerl eat

3
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m 0 l S 9 n b J p U O n S J q q 1 0 S J
0 q 9 1 S S n b s p 9 J n O d p 9 0
1 0 S J S S p l
0 t d P I d O p I S A
0 I d q l t d m n O A o q
1 t I a 9 T t 1 S q t a l t 1 0 q t r T q l S t S l t I 9 p n l S
r e n p p t I p p t p t 9 t I p 9 T t g 3 S l t I 9 p n l S J 9
p J O S S O J J O l J P q l 9 n b s p l p
9 9 I S t P 9 0 1 9 O d J O 9 A S O d 0 9 p p
S 9 p n l S J l o I 0 p n p O J P S q l p 9 9 m b 9 J
9 1 9 q 1 3 O 1 9 1 q 9 J n O A 9 S 9 1 t l l O d
e p 9 l J O I J O d o l e d 0 1 J J n a 0
r n d l q S 9 S
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0 t d l I d s S l
9 9 I S p 9 J q 0 1 S O d s 8 0
J 9 q t m t I t P t p p a J a q t m t I t u 9 t g 9 J t S l t I p n l S
0 I A S S 9 d 0 l I J O Z 9 n S S I O I J 9
0 S S m 9
S P
0 l n p O J l l 9 S 9 l J O A W 9 J O I S 9 p 1 e m 8 O S
S T A q p S 0 p
9 A I n O J O l n
9 0 0 q O I A 9 A S 9 S 0 p n p O J l S
A S S 9 l A
p 0 t A l 0 1 9 A g 9 A l O O S H
J O P 1 S I O q S n f O A x n q S 0
p m O
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H 9
1 V O H S N O H q N V S N O I n q O N I d T S
On the di f f erentstate 1entS
Sc 001s
Studentsaregi ven thef o1l owi ng sheet The sheetwasgi ven to
me by aJ TLI workwi th I apol ogi se to auAmeri cansi f the
MaY e I May maYnOt Your ho I l nAm l a I and
Y ar arr 7 C
a l 0
kl l l 17
dri l l kC K Ctl l a
pl l hl 01ate
uni nth nrri tj r
i tnMth d k
r I ertl l I hl 07
00Wh V l o
Ot ho I i I t I t7
thn l l i nl l l l assrl l

u eJ r I l l l 17
i nf ormati oni si ncorrect
Studentsputa ci rcl e orcrossi n the yourschool cohrLn and
then i n the NewZeal and col umn guessul g Whatthey thi nk
the case w be I ndi vi dual students then asked about each
questi on f or exampl e May we wearJ eanS tOSChool i n New
Ze and
s i s a good basi s f or di scussi ons about school
di f Eerences ne students were hi gh1y moti vated to seei f
thei r guess was accurate I t provi ded e wi th a much wi der
SCOPe than a strai ghtspeech and provi ded the studentswi tha
l ot of known and avai l abl e vo bul ary Thi s coul d be adapted
f oravari ety of topi cs
ne hf o ati on Chal 1en
Thswasnotmyi dea aJ TL tol d me abouti t
A sheet was prepared wi th twenty two sentences wi th words
mi ssl g
Forexampl e
1 M S Hi s rst amei s
5 I t takes about hours f rom to J apan by
pl ane
11 NewZeal and bas peOpl e
bJ apan we use bers 5 4 3 2 1 br ades h
NewZeal and theyuse
15
9 l
S a l n A 9 9 3 J P J 8 d s p 0 1 p 3 0
J 9 p S l n a A I J O J q O J p p a J
b 1 m O 9 O q I n p I S 9 p 8 9 t P 9 1
1 0 q p U S p n l S 9 q l J O 1 A J l S h S
S l 9 I 0 q I J O a I J S I U 8 p n l S
9 q l S p 9 J b 9 J S 9 S O N S l O d 9 O S 0 J O l
p l O J d 1 9 S 9 q l n o I p 9 1
S 9 1 n l g t
S J S 9 q
1 9
a d s n o A o p O H O A s S 0 1 S 0 l S n b
p q S l t I 3 p n l S t 2 t O S S t L r T V 9 q l P t m O J t I O l S 9 3 t I O 9 3 n p 3 J
O I S S 7 f q l 1 O p S a n b 9 p 9 9 t P A 9 q l t
d n o J q l q 1 n O 0 9 n b p 9 J O A 9 q 1 1
7 0 J n S l J 9 A 9 q I S J 9 S J O I n O 0 I S 9 n b
3 t D S t p t n O S l t I 3 p n l S p t r t 2 t t I O O J S S t l 3 0 1 t I t q l t I 9 J h I
S U O 9 n q E
S a l n O l
l q 1
0 1 J 9 d t d J O S t I 9 d q O l p 3 O t T t 2 1 0 t I 9 J 9 S l t I 9 p T L I S
1 9 S I J O S d J 9 p 0 S l J 1 0 d n o J 9 A 9
0 S S q p o A I S T 1 0 A 9 J d p p 3 1 t 1 0 t D
p 9 9 d 0 A 9 J S d n o 1 l a 1
m o l J l p l 0 J S
S d n o J 9 q l J O I S J s d n o 1 S 3 O l l
9 d n o O l q 0 J q l
0 0 1 1 p S l O d 9 A I n O q 1 1 J O q S A 0 1 p 9 U 9 1
S J O d n o t p 3 J O p 0 1 0 l n O 9
d n o J t p a 0 p n l S 9 0 J O p 0 9 1 0 9 m
9 q l p t I t t F O O J S S t P a q l t p a t I T t t D 9 J S l t I 3 P n l S p t n r L L f a q
S a l n U Z
0 p n p O J l 3 q Z
S O 1 9 O t 0 J 9 q t n
1 3 A l s d n o J t p 9 p S t P l q S S d s S O l
J O X J O S d n o 0 p 9 p S S P 9 q 9 S
p J 9 9 9 S n b J O 9 1 d n o U O I d x 9 9 q l
O J d 9 p U I d x 1 f p m J l V l
S 9 1 n g 9 9 l
S U O l 9 S t n P J O p 9 p A P e A l O S S 9 l q
CHUNKmG
Kevi n Ga g 1
Yai zu Sui san Hi ghSchooI
Chunki ng i s an acti vi ty whi ch can be used to revi ewor
memori se a readi ng passage and acts as oral readi ng a d
PrOnunCi ati on practi ce Wri te a passage on the bl ackboard
Have one studentread the passage al oud men erase one word
and underl i ne the bl ank spotwi th a di rent col our chal k
ne next student must read the passage al oud andi nsertthe
mi ssi ng word s Conti nue erasi ng another word af ter each
readhg
ne teacher may controI whati nf ornati oni s erased i A Order to
COnCentrate On SpeCi c gram ar Or VOCabul ary Or al l owthe
Studentsto become morei nvoI ved by choosl ng Whati nf ormati on
to erase Erase one word SeVeral words Or Whol e phras S ata
ti me dependi ng on the students abi l i ty I t someti mes hel ps to
i ncrease the pace as the acti vi ty conti nues Create your own
di al ogues StOri es POemS and tonguetwi sters f or thi s acti vi ty
i n order to f ocus on desi red vocabul ary grammar Or
PrOnunCi ati on Vari ati onsi ncl ude tel l i ng students to erase
Onl y verbs or erase onl y adj ecti ves to practi ce speCi f i c
PartS Of speech I ti s al so possi bl e toi COrPOrate team
COmPeti ti on aWardi ng poi ntsf orperf ectreadi ngs
General l y eVen Students w o are nbt readi ng atthe ti newi l l
Pay attenti on to seei f thei r cl assmates make a mi stake
Studyi ngwi thoutreal i si ngi t
17
9 l

1 1 1 1 1
l

1 1 C 1
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l

l
t 1 1 n
C 1 F
9 9
1 1 1 9 t
l 1
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1

n
I NFORMATI ON GAP ANDPAl RWORK I N TT
Hi ros i I cbi kawa
HamamatSu Mi ami Koko
WhenpeOPl e ask questi ons i ti s becausethey don tknowthe
answer When they speak or wri te i ti s because they have
SOnethi ngto say and whentheyhsten orread theydoi tto get
i nf ornati on ori deas h other words therei s a need and a
PruPOSe f or commmi cadon and f or somethi ng to be
60mmmi cated gl i s need and purpose aqe whatgi vesri se to
CO uni cati oni n real l i f e neref ore they are whatwe t
PrOvi de ourstudentswi thwhen we wantthemto speak Wri te
l i sten or read We take caLre nOt tOmake students ask such
questi ons as I s thi s apen when everyone can seei ti s a
Pen Or tOaSk each other Whati s your name when they
al ready howeach other s na eS Whi l ei t may be usef u1f or
Purel y mami pul ati ve pracdcc duri ng an acmrate reproducti on
Stage i t wi l l not hel p students to practi ce Enghsh f or real
CO uni cati on neref ore when we want to make a cl assrooI n
acti vi ty commmi cadve i t i s eCeSSary tOdevi se and
i ntrodua some ki nd of i nf ormati on gap to the acti vi ty T s
Shoul d be appl i ed to teamteaChi ng I wi 11present here two
acti vi ti esusngi nf brmati on gapi n teamteaChi ng
Acti One
T s acti vi tyai S tOCOnSOl i date the whol el esson and can be
used atthe end of thel esson I have c osenl esson 2 f rom
Uni corn I I Tbi sl esson i s about the chi l dhood of Chades
Chapl i h and descri beshowCbarl esChap spenthi schi l dhood
Stagel Studentsare tol d thatthey are gol ngtOWOrki n paArS
gage2 Students a tOl d that A i s C pl i n and B i s an
i ntervi ewerf r0 a Certai n publ i sher who wantS tOWri te about
Chap schi Ldhood
gage3 The teachertensthe studentsnotto showeach other
thei nf ormati on s bei sgoi I tOgi vethem andthengi ves A
19
O Z
S 9 p q l 1 1 0 P O I S J d O S 9 1
P 9 q l 1 9 1 d 9 d q S
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m J e d 8 1 S I S J T S T t I T p T p q l 1 S 3 u
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m J e d d J q p t J J e S q 0 8 S T H Z
t P T q J O T d p 1 S T H T
T T I J e n O A T I T l l 0 0 T l 0 q 1 3 p e
T T d q S V S 1 T O T T O q l 0 0 1 a T p T n O n O
q T
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Thi si s al so a rol ePl ay acti vi ty andi s a way of taki ng the
Studentsoutof the cl assroomf orawhi l e and showi ng themhow
Engl i sh n be usef u1to themh certai n si tuati ons Butwe have
to be caref u1 Notal l students di t easy to pretend to be
SOmeOne el se So we shoul d reme ber to keep the si tuati on
Si Pl e and provi de essenti al 1anguage
Ad i two
I n order to take a f urther step toward a real co mi cati ve
acti vi ty We Can usethef o1l owi ng ateri al s af ter f i ni shi ngthe
aboveqmenti oned acti vi ty ne teaChi ng pro durei s al mostthe
Same aSOuthed abovei n stagel to stage
CARDA
You are a young aCtOr Naoya Ogata
1 You were born on Apri l 18 1g65i n Tokyo
2 Your f ather Whoi s a f amous actor Ken ata had
a greati nf l uence on you
3 You s nd hol i days dri vi ng a cari n the countrySi de
4 You are nowpl ayi ng the part of Nobl aga Cki a a f amous
Samural Wa rl Or
5 Your great ambi ti oni s to excel your f ather
You are an i ntervi eHer. Ask hi mand get the f ol l owi ng
i nf ormati on
1 Hi s date and pl ace of bi rth
2 Hi sI BOti vati on f or becoml ng an aCtOr
3 Howto s nd hol i y
4 The present rol e
5 Hi s ambi ti on
21
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J O 9 J n O S S S 1 p 0 u P P 9 d s l n O I S
0 1 m d S 9 J 9 q S 9 A 9 l
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S l O d s 9 1 q T 1 0 J l 9 q S t T P J h S t 3 3 t I t q J 3 d S l t I 9 p q S
S p O q l n q s 9 p S I d l O 1 0 0 1 J
S l 9 1 0 L t S p n l S 9 J O J O 9 A J q
J O S 9 S e l l l P 9 d s 9 1 3 9 q S S S S
9 q l J O l 0 0 1 S J t P 9 1 0 9 J 9 J 1 I n q
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J q q l 3 S J O l 1 1 n O 9 l 9
O l J O 9 O q 5 p l l
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q 0 J S J 1 0 S J O I I n O q
O p u 9 q l 0 1 0 S a O p l U a p S 9 S P J S 1
TEAMTEACHI NG
I N SI TUATI ONCENTERED
COMPOSI TI ON
A i ro Ki tagami
Yai zu C uo Koko
I n my experi ence the Al Ti ssel domi nvoI vedi n composi ti on
Cl asses Asthe ALTi s a nati ve speaker and wri ter of the
l anguagei n whi ch the studentsmust ake composi ti onsi tstands
to reason thatthey woul d be usef ul i n such al esson
nef o1l owi ng sampl el esson pl an and expl anatory notessuggests
One Wayi n whi ch teamteaChi ng can be usedi n composi ti on
l esson
TEXT
My Enghsh Composi ti onI I C ObunSha pp 1013 T s
i sa typi cal Monbusho approved text
Al MS of thel esson
A Tb f ami l i ari ze the students wi th I ti s tO do
and I ti s f or tO do construCti ons
I ti s tO do i s one of the mosti mportant and usef u1
SentenCe patternS f or themto knowto make themsel ves
understoodi n Engl i sh hdeed there are f ewstudents who
are w i ng to speak Engl i sh SOgetti ng themused to thi s
sentence pattern wi l l hopef ul l f y gi ve themmore chances to
expressthe Sel vesbetter
B To l ake the students thi nk about the si tuati ons and
COnnOtati ons of thi sl esson s target sentence I ti s hard to
See hi mtoday and then have themwri te thei r own
COmpOSi ti ons
The teachers can ask si mpl e questi ons to hel p the students. The

O l S
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When doi ng pal rWOrk we use the f ouowi ng procedure
a ne teachershel p and check each pal r gOl ng rOund the cl ass
b Several paNS aCt Out thei r own composi ti ons We
encourage themto use expressi ve Engl i sh
C ne ALT eval uates thei r work Whi l e the J TL wri tes
any neCeSSary COmmentSOn the board
General Comments
Bel oware some good reasonsto teamteaCh composi ti on cl asses
Worki ng as a team theJ TL and ALT can f aci l i tate a more
Creati ve and studen Centered approach A si ngl e teacher
WOul d f i ndi ti POSSi bl e to gl Ve attenti on to al l of the cl ass as
theymade composi ti ons
As a teamf or teachi ng composi ti on l essons the J TL and ALT
have compl ementary areas of experti se ne J TL knows
grammarpatternsandvi tal examteChmi ques Whi l e the AI J can
gl Ve advi ce on usageand what soundsnatural
ne presence of an ALT prevents thel esson f rombeco ng
a J apanesel esson aboutEngl i sh
I n concl usi on I f eel that these poi nts showthat by the
i ntroducti on of an AI J i nto a standard composi ti onl esson
the key ai ms of the l esson can be better attai J l ed
Furthermore the students are exposed to more spoken
Engusbi tbe cl assroom
ne mateda1 6 i l dt hi m
6 1t bdl yO O
h h I l to nl I
I ti 8hrd b yOtO5 hi I l l ay
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I l i s W l Orti mc to wai l an ong
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tomorrow
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MOmAT GYOUR STUDENTS
Vandy Bri tton
Sbi mokaJ o oko Xoko
Moti vati oni s veryi mportanti n getti ng students to do thi ngs
Every cl ass i s made up of di f f erent students wi th di f f eri ng
i nterests and abi l i ti es Of ten the students who are genui nel y
i nterestedi n Engl i sh arel ess than eager to stand outi n cl ass
Howcan we encourage themto try ne f ol l owl ng method
hasbeen tri edand testedi n many schooI s
Use conversati on cards
Anexampl e of a conversati on cardi spri nted bel ow
ne smal 1boxes are f or the teacher s hanko When a student
COmeStOSPeakwi th ei thertheJ TL ortheALTi n Engl i sh gi ve
thatstudenta stamp To gl Vethemani ncenti ve te11themthat
theywi l l have one poi nt per stamp added onto thei r Engl i sh
ade
T s works wel l outsi de of cl ass but those same eager and
vi brant students somehowremai n j pst as roboti c asal l of the
Othersonce they arei n the cl assroom Sol uti on
7
i 9 n a I p 9 J O I S J 9 9 1 m t O A p n l S S n q l l
0 1 S p s s t I 9 q l A l 1 9 J d s 1 J 9
S J 9 9 1 t m t O A 5 t r t s o o t p p t r e s p J t I t d t m l S A s r L q A l 9 t H a I I X 9 1 d 9
S J 3 1 V 1 0 q p e l O O S a D 8 q S 3 S l I 9 0 0
S q
q l A I J d S d I S J O J q O I 1 l
9 I J 9 0 0 J O q l 9 A I J O 9 1 9 m d
S S A J S d I S O l S l 9 q l 9 p n l S
m J p 9 q 1 0 1 A 9 q
S S l 9 p S J 9 S I S n 9 0 9 q S 9 p n l S S l
J O l n O S T 1 0 P t 9 S O q l p t r E d n J 9 d s l t I 9 p q S 3 V I T T t i T u 9 p P n S
t P 9 d e 9 1 L l
d n o J O p n O A J I d S S l t J m 1 0 A
S p n l S U l O O t P S 9 q l 9 p n l S 9 A 9 0 1 p J S A
i p J 0 S J 9 A U O q A O d N 9 l S n
RE SHOULDCOMPROMI SE BEGI N
Ni chol e Greenhal gh
Shi zuoka Gi m11kyoi kuka
5 e a
y c
a 1
TeamteaChi ng i n theoryi s the total co0 Tati on betYYeenJ
ad AET I ere they take al resF nSi bi l i tyi n pl anni ng and
teachi Dg thei r l esson 2 However aS the l eadi ng quote
SuggeStS PraCti ce does not al ways f ol l owtheory The
f rustrati ons of ET s whoare uSed as nothi ng more than 1i vi ng
tapereCOrders Or a SChool s symbol of I nternati onal i sati on
more of ten than not are tol d to compromi se and are l ef t
WOnderi ng Where shoul d compromi se begi n
The si mpl i ci ty of the response compromi se i mpl i es the probl ems
experi enced by AET s arMi J TEI s havel i ttl e more compl exi ty than
perhaps a personal i ty cl ash and al most compl etel y avoi ds the
f act that TeaJ DteaChi i s not an establ i shed teachi I SyStem
buta

Educati on 3 Thi s meanS that AET s are empl oyed as the
i nstruments f or change We are here to metaphori cal l y rock the
boat i n a country Where boats don t rock Our very presencei s
a chal l enge to not onl y a deepl y rooted approach to educati on
but al so theJ apaneSe Way SOi ti s natural that we are bound to
be met by some resi stance and stubbornness
I n real i ty the source of the conf l i ct between AETs andJ TEI si s
Cul tural l y bound Speci f i cal l y the expectati on of teachersl
rol es i s not homogeneous between AET and J TE Strategi es
pl i edi n the cl assroomare di rectl y rel ated to the wayi n whi ch
ani ndi vi dual thi rks a teacher shoul d behave I n f act despi te
l engthy trai ni ng and even e ri ence teaChers tend to eml l ate
those teachers and concurrentl y teachi ng styl es they experi enced
as students Thi s i n conJ umCti on wi th the soci al expectati ons
Of teachers wi thi n a cul ture CreateS the di f f erent concepti on of
the The Teachers Rol es between ET andJ TE 4
As the probl ems between AET s andJ TEs stemf ron di f f erent
Cul tural expectati ons and condi ti onl ng al ong ter7n eXp10rati on
and eval uati on of each others l earni ng and teachi ng experi ences
i s an appropri ate starti ng poi nt f or probl emsoI vi I n f act
the process shoul d be conti nual as educati on systems change wi th
cul tural and soci al val ues I bel i eve that f or bal anced and
P M n J H J P P W 1 R I m l t S l
I l 1 1 T I T K I l l t P l m l I l I 1 1 1 S l l l P l t
I n S J I l I l i I S I l m 1 0 l l l J r n T t
l l I F n l H I I S S I 1 t l S S P I
l 1 t l l t l l l l S t I J A l l l H l l I s l i
J I I I I j p I
t I O 1 n 1 1 1 t J J I
l l I l
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1 t P O t I d d B u T t P t 2 1 0 1 a B t T P t P T t I O u u q S a J q l B u T 1 p t I O
p t S 3 J I S B u T I P t 2 1 B u S T 0 1 d 0 A T T T J J d n s t r E q l J q J
t I J J O O I S A T T t a Z L l q l O q l p t r t 2 q l J O S u O T l t 2 1 a d x
J n l T n

t I O t t S d J d s 1 T l n q L I q l B o l 3 t J O S a L r p t S L
u q P t P t 2 t Z q l S T l S 0 I d t u o J O S B 1 S S n O T J A S m O J O
1 t O d T A
q s J J O L I J p u e X q O S T t I T I P t 2 1 0 T O S B u Z n p S T O
S S t l a t P 1 t I L 1 1 S u O T l t 2 J O T d x t P n S J O u O T S S n 1 n d t I J q l J T t J
V S l u T O d A T l O S P t r t 2 T t 2 m l T n B u T t I J T p t H O J t I a q l B o l
s T O S J q O q J O T O I S r p t S J O A l T t m l J o
t m s p A O J d B u T t P 1 u r t 2 S T S t H a q l S T O S J q t 2 L
q P t r P S T A I S s a T B a l t 2 J I S B u T t P t 2 1 J O J O S T I n q q s T T
a A T 0 L I O J A T u O l O u S a T l T q T S S O d s s T p t m O q d n u a d o p T n O t I S
r p t 7 t 2 J d s t l S B u E A T l q t 2 u a q B u T t P 1 2 1 u r E 2 L q S
p a u T t 2 t I I J t P t 2 1 1 0 t I J e A a t I l S n q p 1 t m O S T p
J e S u d x S V t u 1 0 0 0 S f n O t O S
T n T 0 1 a 1 J S J q l O I P S p 0 1 r
1 a A p 0 1 e q a A T l
ACKNOWLEDGEMENTS
ne Edi tori al Board woul d hke to say tha you toal l those
Who have contri buted arti cl es Obvi ousl y we have notbeen abl e
to pri nt every arti cl e However yOu ef f orts are greatl y
appreci ated me contri butorsf orthi si ssueare
Vandy Bri tton
Steve Bri vati
Catheri ne Brown
Ke Gangel
Ni cbol e Greenb gb
Karen Haw s
Raewyn e Hi 11
i rosbi I d kawa
A 0 tagami
Susan Seymour
Satoru Uematsu
Many thanks are al so due to the menbers of the Worki ng
Group f orI ssue three Kevi n Gangel Ri chard Woodward and
Ni cbol e Gree g
Gui dehnes f or submi ssi on of f uture arti cl es
I f you have access to ei ther a Toshi ba Rupo or a Sharp Shoi n
PerSOpal word processorpl ease f ol l owthe gui dehnesbel ow
Set your machi ne f or40l i nes 66spaces perl i ne PrOPOrti onal
Pri nt and f or B5 paper I f you can j usdf y the margi nsi t
woul d be greatl y appreci ated. Pl ease send your f l oppy di sk to
Koko Kyoi kuka I t wi l l be retumedl ater Pl ease try to
i ncl ude aJ apanese transl ati on orsummaryof yourarti cl e
I f you do not have access to the above word processorsthen
pl ease send your arti cl es ei ther typed or handwri tten. As l ong
asi t sl egi bl ei twi be consi deredf orpubl i cati on