Research questions
- Will students who take the TPPT lessons show improvement in accuracy, fluency, and content?
- What are students’ attitudes towards assessment/communication in a TPPT lesson? (Decide the instrument; questionnaires? class reflection?)
First class: May 26 (Pre-test before May 26)
Participants
2 homerooms (34 students, experimental) x 9 periods; grade 3 (Program 3)
Materials to make
Pre-tests and Post-tests
Two students interacting (Confirm the rubric and the task)
There are two topics
Pre-test: (1) Weekend or hobbies; (2) Introduction in Japanese; tell them to tell their partner 4 things they can do to save the earth and react to their partner’s ideas.
Rubric has been created. It is important to video record students; M1 students will help with rating.
Detailed teaching plans
The concept of task: Tamotsu should make his own definition of task based on mainstream theory and his circumstances.
- Small talk
- Topics will be varied
- It will be based on Tamotsu’s definition of task.
Tamostu has designed teaching plans based on the Small-talk & TPPT model. He will show more to James on Thursday.
Ideas for “How to” (Brainstorming)
- How to cook
- pancakes
- eggs
- rice
- curry
- ramen
- yakisoba
- okonomiyaki
- hamburger
- tonkatsu
- How to make
- a sandwich
- a salad
- an onigiri
- sushi
- cookies
- a cake
- cup noodle
Sports/ arts
- How to swim
- do the sansa dance
- play chess
- play the violin
- play the taiko drums
- surf
- windsurf
- sail
- mountain climb