This document provides instructions for an activity to practice using "but" in questions and responses for second year students. Students fill in subjects and ask each other questions like "I like apples, but do you like apples?". The assistant language teacher reviews how to form the questions and responses in simple English, while the Japanese teacher explains further in Japanese if needed and demonstrates with students. Both teachers monitor the students as they practice with each other.
This document provides instructions for an activity to practice using "but" in questions and responses for second year students. Students fill in subjects and ask each other questions like "I like apples, but do you like apples?". The assistant language teacher reviews how to form the questions and responses in simple English, while the Japanese teacher explains further in Japanese if needed and demonstrates with students. Both teachers monitor the students as they practice with each other.
This document provides instructions for an activity to practice using "but" in questions and responses for second year students. Students fill in subjects and ask each other questions like "I like apples, but do you like apples?". The assistant language teacher reviews how to form the questions and responses in simple English, while the Japanese teacher explains further in Japanese if needed and demonstrates with students. Both teachers monitor the students as they practice with each other.
Difficulty Level: Basic Conversation Activity Objective: To practice the usage of the word 'but,' as well as review the form of 'like' questions and responses Procedure: Students fill in the subject of the question from the choices listed near the top. Students then ask each other the completed question and write down Materials and Preparation: All that is needed is the worksheet and a writing utensil. Division of Labour for ALT and JTE: The ALT would be responsible for reviewing, in simple English, how to ask and respond to these questions. The JTE would be a demonstration partner and further explain in Japanese should the students still not understand (which might occur in the differences between the spoken reply and the written reply). During the activity, both the JTE and JTE would be responsible for walking around the classroom, making themselves available to be asked questions, all while checking the student's pronunciation.