This is partially a rant and a seeking of tips on lesson planning.
In my JHS, one JTE covers 4/5 classes and another does the remaining second year. To sugarcoat the situation: the JTE that does one class is barely there. It feels like she’s at the end of her rope when it comes to this career. Classes with her have no plan except for the one time they were observed by the principal, VP, and other JTE. The students look like they’re sitting in solitary confinement. Essentially not speaking with each other (1/4 of the point of English class) and copying random sentences she writes on the board. Last term, she was out for health reasons and the other JTE, a fresh teacher with a great grasp of English and keeping classes entertaining took on the last class. The students started to brighten up and be more open. I could tell they actually were enjoying class. This term, the old JTE is back and things are back to normal, with somehow less lesson planning. It breaks my heart to see the light slowly die again.
I’m a first year ALT with no credentials (yes, I’m part of the problem) and I’m now tasked to make the entire lesson. I’m trying to make lessons based off what the other JTE does, but again, I’m not trained for this. For context of the current unit, it’s about comparing things (-er than \~, -est \~, more \~ than, etc.). If anyone has ways to create engaging and educational lesson plans for this, I’m all ears. Today, I’m going to model a comparison between their prefecture and Tokyo with the goal of having them create their own comparisons in their groups. Tips to fill in gaps between that and creating a flow from listening, speaking, reading, and writing would be greatly appreciated.
Thank you for reading my rant. Thanks in advance for any advice.
by dispptch_ascension