The Tokyo ETJ English Language Teaching Expo

Saturday/Sunday February 23/24 (9:00-6:00 each day)

Otsuma Women’s University, Tokyo

(near Ichigaya station)

Presentation Schedule

120 presentations on a wide variety of topics

Saturday Presentation Schedule

Sunday Presentation Schedule


Information including a map with directions


The Expo is for ALL teachers

There are presentations and displays of materials for college teachers, high school teachers, elementary school teachers, kindergarten teachers… In fact, the aim is to provide top-class presentations and material displays for every kind of teacher.

You can attend one, day, two days, all day or part of a day

There are independent presentations arranged in time slots throughout the two days. This means you can drop into the Expo for just some of the time if you are busy.

Displays of teaching materials and services for teachers

The following will be having displays at the Expo:

AGO, Bingo Bongo Kids, Cambridge Exams, Cengage Learning, Dave and Amy Games, David Lisgo, Easy Fun English, English Connect 365, ETJ Book Service, ETJ Book Service International, ETJ Job Service, FETJ, Fun Bridge English Songs, Hamilton House, Independent Publishers International (IPI) / Nellie’s, JALT, Modern English Publishing, My English School, My Team Camp, Nuthouse Education, Oxford University Press, Pocket Passport, Rob Waring, Study Cat, Tanuki Games, Tryalogue Education


Fee for attending the Expo

ETJ members: 500 yen

Non-members: 1,000 yen

Join ETJ

(no fee)


To unsubscribe from all Language Teaching Professionals / ETJ

newsletters, reply to this email with ‘unsubscribe’ as the subject

Sent to:

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ETJ Book Service

A few important changes were made to the ETJ Book Service during the Christmas/New Year period including almost 1.000 new books, cards and games were added to the site. The stock of some books published by independent publishers in Japan has also recently been increased increased to avoid delays with the materials.

By ordering through the ETJ Book Service, you help make it possible for ETJ to continue as a free association supporting English teachers in Japan

ETJ Book Service
Over 16,000 books, resources, games . . .

There is a 20% discount on all materials sold through the site and free shipping on orders over 5,000 yen before discount and tax.

ETJ Book Service International
A selection of imported materials that are appropriate for teachers in Japan.

Best wishes,

David Paul


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The Tokyo ETJ English Language Teaching Expo

You are invited to . . .

The Tokyo ETJ English Language Teaching Expo

Saturday/Sunday February 23/24 (9:00-6:00 each day)

Otsuma Women’s University, Tokyo

(near Ichigaya station)

THE event for English language teachers (and future teachers) in Kanto

• Presentations by authors, local teachers . . .

on a wide range of topics for English teachers in all kinds of situations.

• Displays of teaching materials by international publishers and individual teachers.


Information such as the presentation schedule, a map with directions . . .

will gradually be added at:


The Expo is for ALL teachers

There are presentations and displays of materials for college teachers, high school teachers, elementary school teachers, kindergarten teachers… In fact, the aim is to provide top-class presentations and material displays for every kind of teacher.

You can attend one, day, two days, all day or part of a day

There are independent presentations arranged in time slots throughout the two days. This means you can drop into the Expo for just some of the time if you are busy.


Fee for attending the Expo

ETJ members: 500 yen

Non-members: 1,000 yen

Join ETJ

(no fee)


Take a Break from Teaching, Visit Beautiful Hakone!

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I Made 877,000 Yen in April

But it was not from teaching!  It was from my side hustle.

Want to pad your teaching salary with a side hustle income?

Sign up to host on Airbnb and use the extra income to fund your passions.

Here’s my invitation link: Make Money with Airbnb

Kevin Burns

red and black temple surrounded by trees photo

Photo by Belle Co on

Teaching English in Japan

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JALT Announcements

As the end of one year comes to an end and another is set to begin, we
would like to send our holiday greetings to our many Monthly
Announcements readers around the world. We wish all of you a happy,
healthy, peaceful, and mindful holiday season and a successful year of
teaching and learning in 2019.

This month’s announcements include:

1. JALT2019 Theme and Call for Proposals
2. JALT2018 Feedback Questionnaire
3. JALT2018 Postconference Publication
4. Join JALT2018 Editorial Team
5. JALT2018 Poster Design Competition Winners
6. PanSIG2019 Call for Papers
7. Discount on the Thailand TESOL 2019 Conference Registration Fee
8. “Global Communication: Practice and Policy in Higher Education” Symposium

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1. JALT2019 Theme and Call for Proposals

Our annual international conference will be in Nagoya from November 1
 November 4, 2019. The theme for JALT2019 is Teacher Efficacy,
Learner Agency and the call for proposals is now open. Most proposals
are due on February 1, 2019. More details about the conference,
including submission links, are available on the conference webpage:

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2. JALT2018 Feedback Questionnaire

Now that the conference is behind us, plans for next year’s event are
underway and we hope you can help with that by taking a few moments to
complete a short survey about your experiences at JALT2018.

Here is the link to the survey:

It will remain open until January 6th.

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3. JALT2018 Postconference Publication

All noncommercial presenters at JALT2018 are cordially invited to
submit a paper based on their presentation for publication in
Diversity and Inclusion, the official JALT Postconference Publication.
The deadline for submissions is midnight of Friday, January 4th (JST),
2019. Please visit this link for more details:

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4. Join JALT2018 Editorial Team

The JALT Postconference Publication is putting together its team of
reviewers for the submissions based on this year’s conference
presentations. As ever, we’re looking for reviewers, both new and
experienced, who can help out with a few reviews for us in the January
to March period. If you are interested in joining the review team,
please take a minute to fill out the form on our site:

If you know someone who might be interested in gaining some experience
of reviewing, please pass on this link to them.

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5. JALT2018 Poster Design Competition Winners

We are very pleased to announce the four winners of JALT2018 Poster
Design Competition:

Session A – Samuel Bruce – Using Background Music in the Classroom
Session B – Anthony Digiullo and Herman Bartelen – Learning How to
Learn: 24 Time Management Tips
Session C – Greg Lambert – Using Comic Life and iMovie for Cultural Exchange
Session D – Gretchen Clark and Sean Gay – Defining Critical Thinking in ELT

You can find their posters at:

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6. PanSIG2019 Call for Papers

You are invited to take part in the 18th Japan Association for
Language Teaching’s PanSIG Conference by submitting a presentation
proposal relating to the particular interests of any of JALT’s Special
Interest Groups (SIGs). Presentations in Japanese as well as other
languages are also warmly encouraged.

Call for papers is open October 1st, 2018 through December 22nd, 2018.

Proposals must be submitted by December 22, 2018. Notifications of
final acceptance of proposals will be sent via email between
mid-February and early March, 2018.

For more information, please visit:

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7. Discount on the Thailand TESOL 2019 Conference Registration Fee


JALT and five other international partner organizations (Thailand
TESOL, English Teachers Association of Republic of China, Far Eastern
English Teachers Association [Russia] , the Philippines Association
for Language Teachers, and Korea TESOL) form Pan-Asian Consortium or
PAC. We have been collaborating with each other and seeing ways to
provide more benefits to members of PAC Associations. As part of PAC
initiatives, Thailand TESOL is offering a discount on the Thailand
TESOL 2019 conference registration fee.

Details and How to Apply for the Discount

JALT members can get a discount on the conference registration fee
(from the 170 USD of the regular conference registration fee to 150
USD). To be eligible for this discount, your JALT membership must be
valid through Thailand TESOL conference until January 19. If you are
interested, please e-mail me by December 15th. My e-mail address is

Even if you are not 100% sure about attending the conference at this
moment, you can still apply! (Registration details will be announced

Maho Sano
International Affairs Committee Chair

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8. “Global Communication: Practice and Policy in Higher Education” Symposium

The Center for Global Communication Strategies (CGCS) at the
University of Tokyo is pleased to announce a symposium on English and
multilingualism in university settings on January 30th, 2019, titled
“Global Communication: Practice and Policy in Higher Education.” The
symposium will include talks by CGCS faculty on aspects of their
curriculum and teaching practices, as well as plenary talks by two
invited speakers. This event is made possible through the generous
support of the Japan Association for National Universities and the
University of Tokyo Global Faculty Development Committee. For further
information, please visit:

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Parisa Mehran
Director of Public Relations, JALT

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Join JALT:
LinkedIn Group:
LinkedIn Page:
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You are receiving this message as a JALT Member, a recent past JALT Member or a conference participant. If you do not wish to be subscribed to this list please unsubscribe using the link below.

Pictured: Tokai University, Shonan Campus

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Ideas for the First Class with New Learners

img_2267-1Ideas for the First Class with New Learners

The first class with new learners can be an anxious one for all concerned – teacher as well as learners. Below are some tips to make that first class go smoothly.

* Lesson Plan: in any ‘first lesson’ it is vital to interact and motivate the learners so they will want to come back again. Thus it is essential to create a positive, supportive and challenging environment. This mean encouraging the learners to work together and raise their awareness of the course as well as using their names and finding ways of making the language/material relevant to them and their lives.


white a and brown house covered with snow

Photo by Andrey Grushnikov on

* Lesson Aims:

* Get to know you activities: these allow the learners to find out information about each other and fosters a supportive and interesting environment. For example, personalized board games, questionnaires, interviews, Find someone who… etc. Activities that are learner generated work very well for example have the learners write facts about themselves on strips of paper which are then redistributed and learners have to find who wrote what. Alternatively learners change the information into questions and use it in a mingle activity.

* Get to know the teacher activities: it is important that learners have the opportunity to find out something about their new teacher (without going into too much personal information). Learners like to know a little about their new teacher – who has come from abroad, traveled and can speak English very well! One way to do this is to bring in some pictures or photos of important people or places and place them around the room. Learners work together to try and guess why they are significant. Alternatively, you could write some sentences on the board and learners choose which are true and which are false – this could lead on to a learner generated activity where they do the same thing in groups or pairs.

* Teach Something: it sounds obvious but learners like to leave the class feeling they have learnt something. Getting to know you activities can be fun and communicative but some learners may feel that language input is missing. One way to deal with this is to combine teaching with an initial activity: for example at lower levels teaching like/love/don’t like + noun/gerund and with higher levels dependent prepositions e.g. good at/interested in/worried about/scared of etc. Also teaching useful classroom language such as can you say that again? What do you have for number …? is a good place to start as it can be graded for any level and gives learners language that encourages them to talk to each other and communicate in English. Finally learner centred error correction and feedback after activities can act as a useful input stage.

* Round up: End the class with a fun activity so the learners leave the room up smiling and wanting to come back.

What are your top tips for new classes?

Sophia McMillan is the Training Manager / TESOL Course Director at Shane Training Centre, Shane Corporation Ltd, Japan. The only Trinity accredited centre in Japan and dedicated to promoting & fostering teacher development.

ancient architecture asia bench

Photo by Pixabay on

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JALT2018 is only a few days away from us and we are looking forward to
seeing many of you at the conference and/or online! The conference
hashtag is #JALT2018 – please get involved! We wish you a memorable
conference experience, full of diverse ideas, productive discussions,
new learnings, inclusive networking, and inspiring moments.

This month’s announcements include eight announcements about JALT2018
and two announcements about JALT Publications:

1. Registration
2. Code of Conduct
3. First-Time Attendees and New Members Orientation
4. Conference App
5. Environmental Levy
6. Livestream Schedule and Recording
7. Best Poster Design Competition Guidelines
8. Twitter Selfie Contest
9. Volunteering for JALT Publications
10. Job Hunting in Japan

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1. Registration

Online registration is available until tomorrow (19 November).
Conference registration link:
Registration onsite will be available for all days of the conference.

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2. Code of Conduct

JALT seeks to provide a safe, hospitable, and productive environment
for all JALT members, staff, volunteers, and event attendees,
regardless of nationality, ethnicity, religion, disability, physical
appearance, gender, or sexual orientation. JALT prohibits any
intimidating, threatening, or harassing conduct during JALT events and
any socializing related to those events. Please visit this link for
more details:, and here is the link to a
video about our Code of Conduct:

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3. First-Time Attendees and New Members Orientation

Is this your first time attending the JALT International Conference?
Are you a new JALT member? If so, please consider attending this
orientation, which will be held on Saturday, November 24th, 11:00 AM –
11:25 AM, Practice Room 2 B1.

More information at:

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4. Conference App

This year we have a conference app available on both the Apple App
Store for iPhones and iPads, and in Google Play for Android devices.
Access via your smartphone or tablet and search for JALT.

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5. Environmental Levy

This year at JALT2018, we are encouraging participants to consider
paying an environmental levy of 500 yen or 1000 yen at registration or
at the GILE (Global Issues in Language Education) SIG table on-site to
help offset the conference’s footprint. After the conference proceeds
will be donated to carbon-offset projects that have been selected by
the Environmental Committee.

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6. Livestream Schedule and Recording at JALT2018

We are planning to live-stream the sessions listed at this link on the
conference Twitter page (@JALTConference) and record them. The
recordings will be available on JALT’s YouTube channel
( after the conference.

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7. Best Poster Design Competition Guidelines

This year, we will be running a competition for best poster design.
There will be four winners – one winner for each of the four sessions
– 11.00-12.30 on Saturday A (24th), 16.40-18.10 on Saturday B
(24th),12.30-14.00 on Sunday C (25th), 16.35-18.05 on Sunday D (25th).
Winners will be awarded a 5,000 yen Amazon voucher to spend as they

When you attend the JALT poster sessions, please look for a voting
slip and ballot box. Write the name and title of the poster you feel
has the best design. Drop your voting slip in the box. Your number one
pick, just may win! Remember, every vote counts!

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8. Twitter Selfie Contest

Take a selfie at JALT2018, tag it with #JALT2018Selfie, tweet it, and
win free coffee! Winners will be randomly chosen and notified via
direct message on Twitter.

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9. Volunteering for JALT Publications

Interested in volunteering for JALT Publications? We are constantly on
the look out for volunteers to join all of our publications. We offer
full training and support, and the chance to join a group of dedicated
people at the heart of JALT’s services to members. If you’d like more
information, please visit:, or
contact us directly through

We will also be holding a poster session at JALT2018 in Shizuoka on
volunteering for JALT Publications. Come and see us there, or drop by
our JALT Publications booth in the main hall.

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10. Job Hunting in Japan

Looking for a teaching position in Japan? Visit our JALT Publications
Career Development Corner:

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Parisa Mehran
Director of Public Relations, JALT

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Hope to see you @ #JALT2018:
Join JALT:
LinkedIn Group:
LinkedIn Page:
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10 Ways to Cultivate good Gut Bacteria & Reduce Depression

We are all born with genes that predispose us to all kinds of things — in my case, most of the psychiatric illnesses listed in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition). And while we have some control over the way our genes express themselves or “turn on” — a new science called epigenetics — we are more or less stuck with our human genome. But we are by no means permanently attached to a diagnosis of Major Depression Disorder (if that is what Mom and Dad kindly handed down).


Read More

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Games’ Scoring Systems

Games’ Scoring Systems


Competition works very well with children (and even adults) over the age of about 4 and it can be a great way to retain attention on an activity and producing the language. Competition must be kept fair, fun and involve the learners as much as possible.

By Sophia McMillan



Aim: Draw a complete person

Preparation: 2 teams. Team names and a space for drawing their person on each side of the whiteboard. Across the top of the whiteboard, Teacher draws 6 body parts and numbers them 1 to 6 (or write the words to practice word recognition).

Resources: Dice

How to play: Learners win points for doing good things. When a team gets 5 points one learner throws the dice and draws the corresponding body part on their picture. If a team already has that body part, the teacher has a choice of what to do: learners draw another body part; get nothing and sit down or throw the dice again.

Adaptations: Destruct – reverse of above; Construct face, monster, house, anything



Aim: Get to the finish

Preparation: 2 teams. Teacher draws a racetrack of squares around the perimeter of the whiteboard. Teacher adds symbols in some of the squares and elicits tasks (rewards or forfeits) for the symbols

Resources: 2 whiteboard magnets, a die

How to play: When learners get points they move around the racetrack, doing the tasks when appropriate

Adaptations: Halftrack; Less or more tasks. Can be done along with individual point games.


Spelling tower

Aim: Reduce the number of floors and thus the number of spelling for homework

Preparation: 1 team. Draw a tower of 10 floors on the whiteboard

Resources: None

How to play: The height of the tower (the number of floors) indicates the number of words learners will get for homework to learn how to spell for next class. Learners reduce the height of the tower throughout the class. Perhaps 5 points translate into the loss of 1 floor. 

NB: Make sure the learners do not get too many or too few.

Adaptations: Have 2 teams each with their own tower. Winners give the other team extra spelling words. Learners constitute 1 team, Teacher the other.


Snakes and Ladders

Aim: To reach the finish

Preparation: Teacher draws the playing board on the whiteboard, adding some snakes and ladders

Resources: 2 whiteboard magnets, a dice

How to play: Similar to the racetrack game. Students get 5 minor points and then throw the dice and move along the snakes and ladders board

Adaptations: Substitute snakes and ladders with recently taught vocabulary



Aim: To get to the top of the mountain

Preparation: Teacher draws a mountain in the middle of the whiteboard, adding climbing pegs on the slopes; the same number on each side. Teacher draws a small house at both lower corners of the whiteboard (at the base of the slopes). 

Resources: 2 whiteboard magnets

How to play: Points translate into a move up the mountain. First team to the top wins.

Adaptations: Add more pegs and penalty pegs – some task to be done before they can continue, e.g. jump 5 times, say target language 20 times, etc. Add geographical features, e.g. a lake, a waterfall, a cave, an angry mountain goat


Take a Card

Aim: To get the most points

Preparation: Teacher draws a points box for each team

Resources: Pack of playing cards

How to play: When learners get a point, 1 learner chooses a card from the pack. They get that number of points for their team. Decide before playing on the value of the cards with no numbers, king, queen, jack for example 11, 12, 13.


Points – 135, 246

Aim: To get the most points

Preparation: Teacher draws a box for team points on the whiteboard

Resources: A die

How to play: When a team gets a point, they get to throw the dice. If they get 1, 3, 5, they get 10 points. If they get 2, 4, 6, they get minus 5 points.

Adaptations: Alter the number of points; Alter the criteria for minus points, e.g. only a 1 or 2 is minus; 3, 4, 5, 6, is plus points; Add a safe option for those that do not want to risk it, e.g. 5 points. Differ the activity. Instead of throwing a dice, play paper, scissors, stone; throw a sticky ball on a target


Block Basketball

Aim: To get the most points

Preparation: Draw a box for points on the whiteboard

Resources: Some foam blocks, a box

How to play: When learners get a point, they stand a decided distance away from the box and try to throw the ball in the box for a point (or 5 points). 


Book Page

Aim: To get the most points

Preparation: Points boxes on the whiteboard and a list of the page numbers of the book.

Resources: A book. The reader (if you use one) is good

How to play: When a team gets 5 minor points, they choose a page number of the book. The teacher reads out the first sentence of that page and elicits from learners the first letter. The letter translates into points A = 1, B = 2, C = 3, etc. 


Adaptations: The last letter of the sentence is the point winner; The number of letters in the word indicates the number of points; The number of words in the sentence indicates the number of points


Os and Xs

Aim: To get the most points

Preparation: Teacher draws a Os and Xs grid on the whiteboard. Teacher draws point boxes for the teams

Resources: Whiteboard & pens

How to play: When a team gets 5 minor points they can have a turn at the Os and Xs. 3 in a row wins a major point for the team. If learners have more turns then places, they can replace already chosen squares

Adaptations: Instead of 3×3 box, use a 5×3 or another format; Use other symbols other than Os and Xs. The same method can be transferred to other games, e.g. Jenga, Connect 4, etc.


Black and Red Cards

Aim: To get the most points.

Preparation: Divide the class into two teams.

Resources: A deck of cards.

How to play: Every so often during drilling, give each learnera card.  They get 10 points for each black card and -5 points for each red card.

Adaptations: Learners can guess black or red for points.  They can also guess higher or lower than the previous card.



Aim: To move the magnets around the bases and score home runs.

Preparation: Draw a baseball diamond on the board.

Resources: Whiteboard, pens, magnets and a die.

How to play: Learners roll the die.  1, 3, 5 they can move their magnet one base.  2, 4, 6, they can move two bases.  They get one point every time they pass home.

Miho Dam Park, next to Miho Dam in Yamakita, Shizuoka


Dice Blackjack

Aim: To get as close to 12 in three rolls without going over.

Preparation: Draw this on the board:  ++=12

Resources: A die.

How to play: The learners have three rolls to get 12 without going over.  They get 10 times the number they roll or 150 for a perfect 12.  So if they roll a 7, they get 70 points.  If they roll bigger than 12, they lose 10 points



Aim: To score the most points.

Preparation: Draw a vertical rectangle that is divided into 4 squares for each team.

Resources: One magnet for each team.

How to Play: Place the magnet in the bottom square of each rectangle. Every time the team gets a point the magnet is moved up one square. Once the magnet gets to the top square one member of the team gets to play a reward game (e.g. throw a sticky ball, paper/scissors/stone). Give the team some points that reflect how well they did at the reward game. 

Adaptations: Suggested reward game: the first time a team’s magnet gets to the top of the rectangle ask them for a word beginning with ‘a’. Give them one point for each letter in the word. The next time ask them for a word beginning with ‘b’. Keep going through the alphabet like this ‘c, d, e…’

Pictured: Yuhi Falls in Minamiashigarashi, Kanagawa



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Reading for Real: Storybooks in the classroom

There are two ways to view reading in the younger learner classroom: learning to read and reading to learn.

 By Sophia McMillan

Reading to learn involves target language and structures, which form part of the curriculum: for example a dialogue or unscrambling words or sentences. These activities are developing the learners awareness of language form, word order and, where supported by visual materials, context and usage. Reading to learn requires exposure to the target language before the reading activity can take place and so these activities are supported by input, drilling and often listening activities.


Learning to read involves recognition of letter and word shapes (looking at whole words and whole sentences), phonics (relating sounds to individual letters and blends and clusters of letters), and morphemes (e.g. adding ‘ing’ or ‘ed’ to a verb to change the meaning – listen – listening – listened). 


Very often learning to read and reading to learn are combined. Learners are taught to recognise word shapes when being taught colours or they are taught that ‘ing’ indicates a continuous action during a lesson on activities.


Pictured: Next to Miho Dam in Yamakita

However, there is very little reading for pleasure in the classroom and yet this provides rich exposure to word forms and language in an involving and meaningful context supported by pictures and actions, all of which help develop learning to read. 


Consider your own reading experiences as children, probably through the Ladybird series of books or even through ‘classic’ texts such as ‘The Very Hungry Caterpillar’ or ‘Where the Wild Things Are’. Often the language content was not pre-taught rather we picked up the meaning of words through pictures and story development. We were probably read to first with minimal explanation of all the language. Later we would satisfy curiosity by looking at the books ourselves and attempt reading the texts alone. ‘Retelling’ the story would typically follow this. Through exposure to more texts we would develop our lexical awareness and start using some of the language we had read. Above all there was no doubt a great sense of achievement when we had read something.


Why are storybooks a good thing?

 Storybooks stimulate interest and motivate learners. Children progress from initial interest in the colourful pictures, to relating the visual information to the text.
 Language is presented in context and children retain the meanings of new words even though they may not use the language themselves.
 The language in storybooks is natural, authentic language rather than just the presentation of words selected by the teacher and drilled. This language doesn’t need pre-teaching as all the necessary information is presented on the page.
 If being read to the learners develop an awareness of intonation and pronunciation.
 Reading is a social experience – the learners listen and react as a group, follow-up activities are done together and stories show life from other points of view.
 Reading storybooks develops an interest in literature, which will eventually lead the children to make decisions on what to read.
 Using familiar or traditional stories form Japan and other countries will develop a greater cultural awareness in the learner. The more familiar the story (e.g. Momotoru – the peach boy) the greater the interest in and success at reading is likely to be.
 Storybooks create great possibilities for personalisationand extension activities. For example ‘Goldilocks and the three bears’ – 
 Which bear do they like the most and why? 
 Act out scenes from the text.
 Read part of the story – the learners tell you what happens next.
 Draw the characters or locations from the story.
 Learners put (pre-prepared) pictures or words in the correct order and re-tell the story.
 If telling the story for a second or third time the teacher can miss words out for learners to ‘fill in’ by guessing the answers.
 Learners can progress from ‘being read to’ to ‘reading out’ for the class.
 Stories can be adapted (learners can decide on a different ending or setting) and retold (from a different point of view).


If stories are to be effectively exploited in the classroom, there is a need for teachers to plan work with clear language learning and learning goals in mind. 


What does the teacher do? What do the learners do?

 The teacher should speak ‘spontaneously’ and naturally
 Use natural intonation
 Use your body and face to make gestures
 Don’t worry if you make mistakes – the learners will not notice!
 Repeat and rephrase in a natural way
 Stop and show pictures and talk about them
 Talk to learners about aspects of the story
 Learners listen and can repeat certain phrases (e.g. “Who ate my porridge?”)
 Learners can see the text, look at the words and follow the story
 Learners can comment on the story as it develops


How do I do it in the classroom?

 Establish a routine. Though the activity may seem strange at first the learners will soon get used to it
 Storytelling need only be short, regular activities. Telling the story should be followed by something physical (movement / mime) or social (drawing pictures together) and related to the text. Altogether storytelling can be done in 10 minutes
 With some classes/levels read a story over several lessons.Read a page or passage at a time – elicit from learnerswhat happened previously, who the characters are, what they think will happen next – this will develop the learners thinking skills
 Consider the best time for a storytelling activity. As the task is ‘learning to read’ it should come after the usual presentation and practice of any typical ‘target’ language. Possibly after a physical activity to change the pace a little. Remember that storytelling need only be around 10 minutes of the lesson


Writing about the story or characters, drawing pictures to support the story and even writing their own story are fun and useful homework activities. Storytelling can be done with any young learners from 2 year olds (listening passively) to 4-6 year olds (listening and drawing) to 6-9 year olds (reacting to the story; offering ‘opinions’; writing about characters;) to HE (re-telling; writing; re-ordering a story etc.)


What is your favourite story to use in the classroom? What are the best activities?




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