JHS의
10회 성장 경로

Objectives

• Baseline in listening, speaking, discussion, reading, and short writing.
• Read-aloud baseline (Passage D ×5, including numbers and units).

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Diagnosis & goal setting. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to baseline in listening, speaking, discussion, reading, and short writing..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• I teach computational physics, modern physics and an inquiry project course.
• I'd like to talk more naturally with my colleagues.
• What I enjoy most about teaching physics is ___.
• I think ___, but I'm not sure.
• Could you give me an example?
• That's an interesting question.

Activities

• Listening: 1–2 min clip on conservation of momentum + short casual exchange.
• Interview: classes, students, interest in AI and digital education.
• Discussion sample (5 min): 'Should every student learn to code?'
• Reading: textbook paragraph on the photoelectric effect; 3 questions.
• Writing: 3–4 sentences explaining a graph (kept short).

Materials

• Passage D + Recording Sheet
• Physics clip
• Reading paragraph
• Simple graph

Homework

Read the Session 2 term list aloud ×3; note 3 things to talk about with a new colleague.

Objectives

• Start a natural conversation with a new foreign colleague.
• Read formulas, numbers and units aloud correctly.

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Meeting colleagues + reading formulas and units. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to start a natural conversation with a new foreign colleague..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• Hi, I'm JHS. I teach physics here.
• How are you settling in?
• What subjects did you teach before?
• F equals m a.
• The acceleration is nine point eight metres per second squared.
• The gradient of the graph gives the velocity.
• Force is directly proportional to acceleration.
• Round the answer to three significant figures.

Activities

• Warm-up role-play: first chat with a new international colleague in the staff room.
• Explain-it: read and explain 5 formulas and 1 graph.
• Discussion: 'What makes a good science teacher?'

Materials

• Formula and unit card
• One motion graph

Homework

Read a short mechanics text (tutor provides) and mark 8 key terms.

Objectives

• Explain momentum and impulse clearly.
• Give and defend an opinion about teaching approach.

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Mechanics in English + discussion. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to explain momentum and impulse clearly..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• Momentum is the product of mass and velocity.
• In a closed system, total momentum is conserved.
• Impulse equals the change in momentum.
• Let's predict what happens when the two carts collide.
• I'd argue that students should start with experiments, because ___.
• I see it differently. In my experience, ___.
• What's your take on that?

Activities

• Explain-it: describe a collision experiment as if to students.
• Discussion: 'Should physics lessons start with experiments or with theory?'
• Output: 2-min summary of the discussion.

Materials

• Collision diagram or short video
• Opinion phrase card

Homework

Read one science news article (ICAN News Clipping); prepare 2 opinions.

Objectives

• Explain interference, diffraction and fields.
• Discuss a science news story naturally.

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Fields & waves + science news discussion. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to explain interference, diffraction and fields..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• When waves overlap, they interfere.
• Bright fringes appear where the waves arrive in phase.
• Diffraction is the spreading of a wave through a gap or around an obstacle.
• The electric field points away from a positive charge.
• Did you see the news about ___?
• What struck me was ___.
• I'm not sure I agree. The article doesn't mention ___.

Activities

• Explain-it: the double-slit experiment for students.
• Discussion: the news article he chose (News Clipping).

Materials

• Double-slit diagram
• News article

Homework

Read a short text on the photoelectric effect; list 3 questions students might ask.

Objectives

• Explain key ideas in quantum and nuclear physics.
• Discuss knowledge in science (TOK-style).

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Modern physics + 'How do we know?' discussion. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to explain key ideas in quantum and nuclear physics..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• Light can behave both as a wave and as a particle.
• Electrons are emitted only if the photon energy is greater than the work function.
• The half-life is the time it takes for half of the nuclei to decay.
• Moving clocks run slow; this is called time dilation.
• How do we know this model is reliable?
• That's a fair point, but ___.
• Let's look at it from the students' side.

Activities

• Explain-it: photoelectric effect results.
• Discussion: 'Is quantum physics too abstract for high school students?' plus TOK question: 'How do scientific models change?'

Materials

• Photoelectric effect graph

Homework

Bring one simulation or code example from computational physics class.

Objectives

• Guide students through a simple simulation in English.
• Discuss AI in education with balanced arguments.

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Computational physics & AI in class + discussion. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to guide students through a simple simulation in English..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• Let's model projectile motion with a simple simulation.
• We update the position at each time step.
• A smaller time step usually gives a more accurate result.
• Let's compare the model with the real data.
• If you use an AI tool, explain how you used it.
• I think AI can help students ___, but ___.
• Where should we draw the line?

Activities

• Explain-it: walk through his simulation/code as if to students.
• Discussion: 'AI in classrooms: helpful tool or shortcut?' Link to academic integrity.

Materials

• His simulation or code
• AI/academic integrity talking points

Homework

Look at an ICAN EduSpace-style space topic (orbits); prepare one inquiry question.

Objectives

• Open an inquiry lesson with questions and variables.
• Discuss the value of space exploration.

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Inquiry teaching with a space theme (ICAN EduSpace approach) + discussion. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to open an inquiry lesson with questions and variables..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• What do you predict will happen?
• How could we test this?
• The independent variable is ___, and the dependent variable is ___.
• We need to keep ___ constant.
• A satellite stays in orbit because gravity provides the centripetal force.
• Escape velocity depends on the planet's mass and radius.
• Is space exploration worth the cost?

Activities

• Explain-it: 3-min inquiry lesson opening on orbits or escape velocity.
• Discussion: 'Should countries spend more on space exploration?'

Materials

• Orbit diagram / simulation
• EduSpace-style inquiry card

Homework

Read the current Physics guide IA criteria (school provides); bring one student report excerpt (anonymized) if possible.

Objectives

• Explain the four IA criteria.
• Give criterion-based feedback; discuss fair assessment.

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is IA criteria in English + feedback practice. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to explain the four IA criteria..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• Your research question is clear and focused.
• How did you control the temperature?
• Consider the uncertainty in your measurements.
• Please add error bars to your graph.
• Is this a systematic error or a random error?
• Your conclusion should refer back to your data.
• Which criterion does this section address?

Activities

• Input: the four criteria — research design, data analysis, conclusion, evaluation (current guide).
• Explain-it: give feedback on an anonymized report excerpt.
• Discussion: 'How can we assess students fairly?'

Materials

• IA criteria (current Physics guide, school provides)
• Anonymized student report excerpt

Homework

Prepare for the IA role-play; choose a mini-lesson topic.

Objectives

• Give 15 minutes of IA feedback in English.
• Hold a 15-minute free discussion with a colleague.

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Performance task 1: IA feedback role-play + free colleague discussion. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to give 15 minutes of IA feedback in English..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• Let's go through your report criterion by criterion.
• Your research design is clear, but ___.
• You need more data points across a wider range.
• How confident are you in this conclusion?
• That's a good point. Have you thought about ___?
• Let's agree on two things to improve.

Activities

• Scenario (tutor = a student): investigated how pendulum length affects the period; few data points, no uncertainties, conclusion overstated.
• Topic cards for free discussion: 'Should schools teach coding to all students?' / 'Can AI be a good tutor?' / 'What is the most important invention of the last 100 years?'

Materials

• the student's mock report (tutor prepares, 1 page)
• Topic cards

Homework

Prepare a 10-minute mini lesson; read Passage D ×3 (record).

Objectives

• Deliver a 10-minute physics mini lesson.
• Re-measure read-aloud; casual chat check.

Teacher script

• Tutor: “How has your week been? Tell me one thing from your classes.”
• Tutor: “Today’s focus is Performance task 2: 10-minute mini lesson + re-measure. Read the key terms aloud, then tell me which ones are new.”
• Tutor: “Explain this idea as if I were one of your students. Our goal is to deliver a 10-minute physics mini lesson..”
• Tutor: “What is your view? Give one reason, then ask me a follow-up question.”
• Tutor: “Let’s name two strengths, one next step, and the practice you will complete before our next session.”

Target expressions

• Today's learning objective is ___.
• Let's start with a question.
• Work in pairs for two minutes.
• What did you find?
• Can anyone explain why?
• Let's summarize what we learned today.

Activities

• Mini lesson (e.g., simple harmonic motion with a simulation): must start with an inquiry question, explain one key concept, use a graph or simulation, and answer student questions (tutor role-plays students).

Materials

• Passage D + Recording Sheet
• Common rubric
• Teacher's lesson materials

Homework

(End of module) Optional Module 2.