System Prompt Version 2 Output
Excellent. Our strategy is set. By framing the lesson as a “Tour Guide Challenge,” we create a clear mission that gives the target grammar an immediate and practical purpose.
Here is the complete, four-part collaboration package for our lesson on using infinitives for recommendations.
DELIVERABLE 1: The ALT’s Strategic Plan (English)
Mission Title: The Ultimate Tour Guide Challenge
Core Communicative Objective: Students will be able to make three simple recommendations to a visitor about things to do, see, or eat in a chosen location.
Target Language:
- Key Phrases/Grammar: Infinitive as adjective (e.g., “a place to visit,” “something to eat,” “things to see“)
- Essential Vocabulary: visit, see, eat, drink, buy, do, temple, castle, park, souvenir, ramen, sushi, takoyaki
Materials:
- Mini whiteboards and markers for each group (or large paper).
- “Location Cards” with different places written on them (e.g., Kyoto, Osaka, Hokkaido, and importantly, “Our Town”).
Strategic Team Roles:
- JTE (Mission Commander): Explains the mission rules, provides sharp grammatical analysis after the first task, and checks for accuracy.
- ALT (Field Agent): Acts as the “tourist” to create an authentic context, models natural pronunciation and intonation, and encourages fluent communication.
Lesson Breakdown (45-50 Minutes)
Phase 1: The Mission & Productive Failure (Approx. 10 mins) [TEST 1]
- The Hook: The ALT acts as a tourist. “Help! I’m in [Kyoto] for one day! What should I do? Please give me three recommendations!”
- The Task Attempt: In small groups, students receive a Location Card. Their mission is to write three recommendations for the tourist (the ALT) on their whiteboard. They have not been taught the target grammar yet. They will likely write simple sentences like, “You can visit Kiyomizu Temple.” or “Eat ramen.” This is the desired “productive failure.”
- Monitoring Roles: JTE listens for the simple sentence structures they use. ALT listens for their ideas and any communication breakdowns, acting as the confused tourist.
Phase 2: The Toolkit (Approx. 15 mins) [TEACH]
- Debrief & Need-Finding: The JTE stops the activity. “Great ideas, everyone! But how can we sound more like a professional tour guide? Let’s learn a special tour guide phrase!” The JTE highlights that saying “Here is a temple. You can visit it,” is okay, but “Here is a temple to visit” is smoother.
- Authentic Modeling (ALT-led): The ALT models the target phrases with natural rhythm. “In Osaka, Osaka Castle is a famous place to visit.” “Dotonbori has delicious takoyaki to eat.” The ALT should use gestures (e.g., point to a “place” then make a “visiting” gesture) to link the words to the meaning. Drill the phrases chorally.
- Structure & Clarification (JTE-led): The JTE writes the pattern on the board:
[a noun] + to + [verb]. The JTE explains this means 「～するための（名詞）」.- CCQ 1: (Pointing to “something to drink”) “Do I have a drink now?” (No) “Is this an idea about a drink?” (Yes)
- CCQ 2: (Pointing to “a place to visit”) “What can I do at this place?” (Visit)
Phase 3: Mission Reboot & Success (Approx. 15 mins) [TEST 2]
- Live Demonstration (JTE & ALT):
- ALT: “Sensei, I’m going to Hokkaido. Can you recommend something to eat?”
- JTE: “Of course! In Hokkaido, ramen is a great thing to eat.”
- Task Execution: Each group receives a new Location Card. They repeat the mission: write three recommendations using the new “tour guide” grammar pattern. The energy will be higher as they now have the tools to succeed.
- Monitoring Roles: JTE focuses on correcting form (e.g.,
to visiting→to visit). ALT focuses on encouraging groups, praising their creative ideas, and asking follow-up questions (“Oh, sushi! Good idea!”).
Phase 4: Debrief & Reinforcement (Approx. 5 mins)
- Mission Accomplished: Each group holds up their whiteboard. The ALT quickly reads a few examples aloud and gives a big “Thank you, tour guides! Now I have many wonderful ideas!” to validate their communicative success.
- Error Spotlight (JTE): The JTE briefly addresses the most common error they saw. For example: “Great work. Just remember, after ‘to’, always use the verb’s original form. ‘a souvenir to buy,’ not ‘to bought’.”
Key Principles & Talking Points:
- Motivation: We start with a challenge (the mission). The grammar isn’t a boring rule; it’s the key to winning the game. This creates a genuine need to learn.
- Memory: Students will remember the grammar because they’ll connect it to the fun experience of being a tour guide and the specific recommendations they made. It’s an anchor for their memory.
- Team-Teaching: This plan lets us play to our strengths. The JTE provides the crucial structural understanding and Japanese support, while the ALT provides the authentic English model and communicative context.
The “Pilot Program” Pitch: How to Propose This Lesson
- This is a different style of lesson, so proposing it as a special “pilot program” or “experiment” is a highly effective, low-pressure approach. Here is a suggested script for your meeting:
- You (the ALT) could say:
- “Hello [JTE’s Name]-sensei. For our next lesson on the infinitive, I have an idea for a special, fun collaboration project. I’ve prepared a detailed plan (授業案) for us to look at.”
- (After showing them the Japanese plan) “The main idea is to start with a fun ‘tour guide’ game. We can see what the students can do first—like a quick diagnostic check. Then, based on what we see, we can teach them the key grammar. It might be an energetic way to teach. Would you be open to trying this new style with me, just for this one lesson, as an experiment?”
DELIVERABLE 2: JTE’s Collaborative Plan (日本語)
授業案（ALT・JTE協力型）
授業のテーマ: 究極のツアーガイド・チャレンジ
学習目標（生徒ができるようになること）: 訪問者に対して、ある場所でおすすめの「すること」「見どころ」「食べ物」を３つ、簡単な英語で推薦できるようになる。
対象言語:
- 文法・表現: 不定詞の形容詞的用法 (a place to visit, something to eat)
- 重要語彙: visit, see, eat, drink, buy, do, temple, castle, park, souvenir, ramen, sushi, takoyaki
準備物:
- グループごとのミニホワイトボードとマーカー（または大きめの紙）
- ロケーションカード（例：京都、大阪、北海道、自分たちの町）
ALTとJTEの役割分担:
- JTE（司令官）: 活動のルール説明、文法解説、正確さ（Accuracy）の確認
- ALT（エージェント）: 自然な英語のモデル、活動のペース作り、流暢さ（Fluency）の促進
授業の流れ（45-50分）
1. 導入・課題活動（診断）（約10分）
- 活動導入: ALTが旅行者の役になり、「[京都]にいます！おすすめはありますか？」と生徒に助けを求める。
- 課題への挑戦: グループでロケーションカードを引き、旅行者（ALT）におすすめを３つ書く。この時点では、目標文法はまだ教えていない。これは、生徒たちが現時点で何ができるか、どのような表現を使うかを確認するための診断活動と位置づける。
2. 言語ツールの提供（指導）（約15分）
- 活動の振り返りと課題の明確化: JTEが活動を止め、「素晴らしいアイディアですね！でも、もっとツアーガイドのように聞こえる表現を学んでみましょう」と投げかける。生徒たちが使った表現と目標文法とを比較し、学ぶ必要性（Need）を感じさせる。
- ALTによるモデル: ALTが「a place to visit」「something to eat」などの自然な発音、リズム、イントネーションのモデルを示す。
- JTEによる文法解説: JTEが「[名詞] + to + [動詞の原形]」の形を板書し、「～するための（名詞）」という意味になることを、活動で出た間違いをもとにポイントを絞って解説する。
3. 課題への再挑戦（定着）（約15分）
- ALTとJTEによるデモンストレーション: 二人で「おすすめを尋ね、答える」という自然な会話のモデルを見せる。
- 活動の実践: グループは新しいロケーションカードを引き、学んだ文法を使って再度おすすめを３つ考える。言語ツールを手に入れたことで、より自信を持って活動に取り組める。
4. まとめ（約5分）
- 活動の達成確認と振り返り: 各グループの成果物（ホワイトボード）を全体で共有し、ALTが感謝を伝えることで、コミュニケーションが成功したという達成感を与える。JTEは、全体で特に目立った間違いを一つ取り上げ、簡潔に訂正する。
DELIVERABLE 3: The Communication Bridge / コミュニケーションの架け橋
A. Planning Meeting Phrases / 打ち合わせで使えるフレーズ
For the ALT to practice in Japanese, and for the JTE to learn in English.
| English (for JTE) | 日本語 (for ALT) |
|---|---|
| What is the goal of this activity? | この活動の目的は何ですか？ (この かつどう の もくてき は なん ですか？) |
| I think the students will enjoy this. | 生徒たちはこれをきっと楽しめると思います。(せいとたちは これを きっと たのしめると おもいます。) |
| How much time should we use for this? | この活動にどのくらいの時間を使いますか？ (この かつどう に どのくらい の じかん を つかいますか？) |
| That’s a great idea. | それは素晴らしい案ですね。(それは すばらしい あん ですね。) |
| Do we need to prepare a worksheet? | ワークシートを準備する必要はありますか？ (ワークシート を じゅんびする ひつよう は ありますか？) |
B. Classroom Instructions & Encouragement / 授業で使う指示と声かけ
| JTE (Mainly Instructions in Japanese) | ALT (Mainly Encouragement in English) |
|---|---|
| グループを作ってください。(グループを つくって ください。) | “Okay, make groups of four!” |
| 静かにしてください。(しずかに してください。) | “Quiet, please.” / “Settle down.” |
| 書いてください。(かいて ください。) | “Please write it down.” |
| やってみましょう。(やって みましょう。) | “Let’s try it!” / “Go for it!” |
| よくできました。(よく できました。) | “Excellent!” / “Great job!” / “Nice one!” |
C. Key Pedagogical Terms / 指導に関する重要用語
| English | 日本語 |
|---|---|
| Lesson Plan | 授業案 (じゅぎょうあん) |
| Objective | 目標 (もくひょう) |
| Productive Failure / Diagnostic Activity | 意図的な失敗体験 (いとてきなしっぱいたいけん) / 診断活動 (しんだんかつどう) |
| Concept Check Questions (CCQs) | 概念チェックの質問 (がいねんチェックのしつもん) |
| Monitor / Patrol | 机間巡視 (きかんじゅんし) |
| Authentic (language) | 自然な / 生きた (しぜんな / いきた) |
| Fluency | 流暢さ (りゅうちょうさ) |
| Accuracy | 正確さ (せいかくさ) |
DELIVERABLE 4: The 60-Second Diagnostic (Exit Ticket)
This is a fast, low-stakes tool to gauge comprehension of the core objective for the teachers’ reference only.
Exit Question (English):
Imagine a friend is visiting your town this weekend. Recommend one thing to see. Write one full sentence.
(e.g., [Your Town] Castle is a good thing to see.)
終了前の確認質問 (日本語):
今週末、友達があなたの町に遊びに来ます。おすすめの「見どころ」を一つ、英語１文で書いてください。
(例: [あなたの町の]城は、見るのによいものです。)
Instructions for Use (ALT & JTE):
In the last 2 minutes of class, display the question. Students write their answer on a small piece of paper and hand it in as they leave. This is not a test. It is a quick check to help us plan the next lesson.
(授業の最後の2分で、この質問を提示します。生徒は紙に答えを書いて、教室を出るときに提出します。これはテストではありません。次の授業を計画するための、簡単な理解度チェックです。)
