One of my school won't allow pair work or group work because of Social Distancing restrictions. They can interact one on one with me though.
I'm still expected to prepare materials so I'm trying to come up with stuff that will work.
Feedback is appreciated.
For this school I'm working on this basic model. An introduction to the language point with some practice for the 1st part of the lesson. Then one on one talks with me while the teacher supervises them in the classroom.
The introduction might be just a basic introduction (such as this one) or it might be a game. In the case of a game there will be no groups (such as for a three choice quiz) or the rows will be groups (such as Magic Quiz, an activity you can find here).
https://www.altopedia.org/activities/908-magic-quiz
This was my first stab at a lesson like this. It went okay but not great. It really requires a lot of cooperation between the ALT and junior high teacher. The junior high teacher especially needs to explain why we're doing things this way. Also needs to really check that the students understand the language point as we go through the introduction.
Anyway, pass out the worksheets and have the teacher introduce today's lanaguage point and activity.
Start the presentation. There are three example conversations. The worksheet has two missing words for each sentence. There are two choices on the worksheet for one missing word. Then the other missing word will be on the screen. It gives a hint so the students can guess the correct answer. As you go through the introduction try to get students to call out the answers. Have the teacher check the meaning and then practice the sentences.
After the introduction is complete tell the students it is interview time. The junior high teacher should completely take over the explanation here. The ALT will wait in the corridor or a nearby classroom and the students will come one at a time to have a short conversation with the ALT. The teacher should explain only one or two students should get up at a time.
(Scratch that 1 student stands comes to the ALT talks, goes back to their seat and then the next student should get up, the kids just can't resist grouping and for the teacher they are battling human nature. Its a losing battle)
The other students should wait in their seats. This is to prevent crowding. Once they have their talk with the ALT they return, pick up a worksheet or drill sheet the teacher has prepared and work independently. If you are giving out stickers I suggest not having a big selection and include the rule that one student takes their worksheet and sticker will the next waits a certain distance away. (And good luck to the teacher trying to enforce that)
The ALT and teacher should demonstrate a version of the conversation before the ALT heads to the corridor. We've let the students prepare and come when they feel ready. It worked fairly well that way although you could assign an order.
In this version the ALT asks the questions and the student answers. You could reverse the role or you can expand the conversation so the student also interviews the ALT. For this lesson point a lot of my students struggled with just answering so I kept it simple. If I have a second lesson with the same language point I might reverse the roles for the interviews.
I didn't include a place on the worksheet for the students to write their dialogue because I want them to speak as freely as they can manage.
Note a lot of students will answer 'I like playing basketball' or another sport. For the follow up question I usually asked about favorite players or teams. Likewise if they say 'talking to friends' I ask 'Who is a good friend' or 'Who is their best friend'.
Good luck and stay safe