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dc.contributor.author | 湯川, 笑子 | ja |
dc.contributor.alternative | YUKAWA, Emiko | en |
dc.date.accessioned | 2022-04-14T04:21:13Z | - |
dc.date.available | 2022-04-14T04:21:13Z | - |
dc.date.issued | 2022-03-02 | - |
dc.identifier.uri | http://hdl.handle.net/2433/269293 | - |
dc.description.abstract | This paper focuses on an English pedagogy course with mock lesson teaching. In this course, students work alone or in pairs, write a lesson plan, and conduct a 50-minute lesson with the other students acting the role of secondary school students. Before this course, students have already taken two courses: an introductory course for teaching English, and a course to teach specific micro-skills for English teaching. This paper outlines ten checkpoints for these students that provide the essence of organization of a lesson, preparation of materials, and reflection after their lesson. First, the checkpoints for warm-up, review, and obi (literally sash, but this means something lasting across lessons) activities include choosing the most efficient short activities for language acquisition, efficient use of digital tools, and how to choose review activities. The next stage in a lesson to check is teaching reading comprehension and word usage. The point at this stage is whether the reading comprehension questions facilitate reading comprehension of all the text, and whether they pick up all the English forms in the text that students need to pay attention to. Checkpoints for teaching output activities include the selection of tasks of appropriate volume and quality, and the construction of appropriate scaffolding after selecting tasks. Finally, checkpoints in the assessment rubric and post-event feedback for students' products include whether such an assessment policy is ready and demonstrated to students at the outset, and whether a long-term policy for post-event feedback on English forms is set. | en |
dc.language.iso | jpn | - |
dc.publisher | 京都大学学際融合教育研究推進センター地域連携教育研究推進ユニット | ja |
dc.publisher.alternative | Center for the Promotion of Interdisciplinary Education and Research, Education and Research Unit for Regional Alliances, Kyoto University | en |
dc.subject.ndc | 370 | - |
dc.title | <研究ノート>英語科授業法科目指導の実際 --(模擬)授業前指導案添削段階のチェックポイント10項目-- | ja |
dc.title.alternative | <Notes>Teaching the English Pedagogy Course in Pre-service English Teacher Education: Ten Checkpoints at the Stage of Editing Students' Teaching Plans Before their (Mock) Lesson | en |
dc.type | departmental bulletin paper | - |
dc.type.niitype | Departmental Bulletin Paper | - |
dc.identifier.ncid | AA12807257 | - |
dc.identifier.jtitle | 地域連携教育研究 | ja |
dc.identifier.volume | 7 | - |
dc.identifier.spage | 109 | - |
dc.identifier.epage | 115 | - |
dc.textversion | publisher | - |
dc.sortkey | 11 | - |
dc.address | 立命館大学文学部 教授; 京都大学地域連携教育研究推進ユニット 特任教授 | ja |
dc.identifier.selfDOI | 10.14989/JERRA_7_109 | - |
dcterms.accessRights | open access | - |
dc.identifier.pissn | 2433-2356 | - |
dc.identifier.jtitle-alternative | Journal of Education and Research for Regional Alliances | en |
出現コレクション: | 第7号 |
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