グローバルナビゲーションへ

本文へ

ローカルナビゲーションへ

フッターへ



ホーム > 英語教員ワークショップ NUFS Workshop > 夏期研修 Summer Workshop

夏期研修 Summer Workshop




Summer Workshop 2010

"How to Increase the Amount of English in your English Classes"
Decrease teacher talk and increase student talk!

Program of Summer Workshop 2010

【Title】
“How to Increase the Amount of English in your English Classes”

【Goals】
* To learn specific ways to increase the amount of English in your English classes
* To experience these ways first hand in the role of students
* To develop your own activities that will result in more English in your classes

【Outline】
In today’s world, it has become important that people, in all countries, be able to use English with a certain degree of proficiency in all four skills. Toward this goal, the Ministry of Education, Culture, Sports, and Technology is instructing English teachers to begin teaching in English from 2013.
Presenters will demonstrate many specific ways to increase in-class use of English by both teachers and students. These range from small changes such as using English for routine class procedures (“Take out your books please and turn to p. 42.”) to larger changes, including integrating the four skills, teaching grammar through communicative activities, and adding evaluation of speaking and writing to grading. Such changes do, in fact, result not only in more English in class but, most importantly, they result in more learning. Data will be presented that document improved learning and motivation in classes and in schools that have adopted such teaching practices.
Workshop participants will try out new teaching activities by experiencing them first hand as students. Then participants will create new teaching activities based on one of their own textbook lessons.
All lectures, hands-on activities, group work and presentations by participants are conducted in English. Participants improve and practice their English while learning new ways to increase the amount of English in their English classes. Participants always comment that they learn much from each other in the Workshop, as they share their ideas, activities and teaching experiences.

【Schedule】
August 4 (Wednesday)
“How to Increase the Amount of English in your English Classes, Part I”

Morning (9:30-12:30)
Nancy Mutoh (Nagoya University of Foreign Studies) and Hiromi Osuka (Takashidai Junior High School)
How (and why!) should teachers and students use more English in English class? The presenters will guide participants in various hands-on activities of three basic types: routine procedures in English, teacher talk as input, and integrated-skill communicative activity “chains” for learning target language. Osuka will then report on the effects that this communicative teaching approach had on her junior high school students’ learning and motivation. Mutoh will summarize how these activities answer the question: Why should teachers and students use more English in English class?

Afternoon (1:30-4:30)
Reiko Iwai (Agui High School)
How can we help our students learn grammar rules? How can we cause them to use target grammar in class? Before jumping into mechanical drills or after finishing the textbook, is there room for doing something else to deepen students’ understanding or discoveries of grammar? Iwai will demonstrate communicative activities that she developed in her four years of struggling to answer these questions and then show the result of her students’ feedback. In the second half of this session, participants will be given time and guidance in creating communicative activities for a lesson in their own textbook.

................................................

August 5 (Thursday) “How to Increase the Amount of English in your English Classes, Part II”

Morning (9:30-12:30)
Kazuyoshi Sato, PhD. (Nagoya University of Foreign Studies) and Aki Hakamada (Shiroyama Junior High School)
How can we teach in English? How can we have our students use more English in our classrooms? Sato will first introduce several techniques by using hands-on activities. These techniques include (1) how to launch a lesson in English, (2) making a communicative activity a main focus, (3) using input-based activities, (4) using more pair and group work, (5) teaching conversation strategies, and (6) changing assessment. Then, Hakamada, a junior high school teacher, will show how she used these techniques in her English classes by demonstrating several activities. Moreover, she will show how students changed both their attitude toward learning English and their results based on her yearlong action research.

Afternoon (1:30-4:30) Miwako Kushiro (Kakamihara High School)
Kushiro, a high school teacher, will demonstrate activities for communicative grammar teaching. In her trials to improve the teaching of grammar, her grammar lessons became very communicative and provided learners with chances to use English for real-life communication, which eventually turned out to be much more helpful for the learners to enjoy and understand grammar than just working on conventional drill exercises. In the second half of this session, participants will be given time and guidance in creating communicative activities for a lesson in their own textbook.

..........................................................

Please note
1.Please bring your textbook both days.
2.Participants will write comments about the workshop at the end of each day. Organizers will distribute a newsletter containing participants' anonymous comments. Participants will also share their comments in pairs at the beginning of the second day.
3. Lunch will be provided for all participants at 500 yen (for a 1000 yen bento box). If you do not wish to have one, please let Chihaya Sugiura know by July 31 at chiha143(at-mark)nufs.ac.jp.
4. August 6 is mid-term presentation day for Action Research Group members. For participants who stay overnight at Aichi Kenko Plaza on August 5, a fee of 4,000 yen (2,000 yen for NUFS TESOL course students) is charged for accommodation.

If you have questions, please do not hesitate to contact Chihaya by email or phone (0561-75-1722).

Summer Workshop 2009

Date: August 3-5, 2009
(Full attendance of these three days is required.)
Venue: Nagoya University of Foreign Studies, Room 322
Fee: Free

Program of Summer Workshop 2009

Assessment for Learning

【Goals】
To learn a better approach to assessment
To experience various types of assessment firsthand
To develop new assessment activities for your students

【Outline】
The topic of the 2009 NUFS Summer Workshop is assessment — a powerful part of education that shapes how students learn and how teachers teach. Participants will learn about new approaches to assessment that have gained prominence in foreign language teaching in recent years. They will then work collaboratively to adapt new assessment techniques to their own classrooms.
Frequent and varied classroom assessment activities allow teachers to develop a detailed understanding of students’ learning. This allows teachers to better adjust their teaching to students’ learning needs. Such “[c]lassroom assessment has been shown to be one of the most powerful levers for enhancing student learning” (Earl, L., 2007, p. 87).
Presenters will explain assessment principles and demonstrate assessment techniques that workshop participants will experience as students. Participants will work in groups, applying their new understanding of assessment, to develop assessment activities based on their own teaching materials. Each group will present its results on the last afternoon.
All lectures, hands-on activities, group work and presentations by participants are conducted in English. Participants improve and practice their English while learning new ways of assessing their students’ learning. Participants always comment that they learn much from each other in the Workshop, as they share their ideas, activities and teaching experiences.

....................................................

★August 3, Morning (9:30-12:30)
Assessment for Learning, Part I
Nancy Mutoh, Nagoya University of Foreign Studies
How can assessment enhance student learning rather than only measuring it? Who should assess? What should be assessed and how? Participants will learn assessment principles through scenarios and hands-on activities, sometimes by thinking as teachers and other times by experiencing assessment as students. Participants will discuss how to adapt new assessment activities to their own classes and schools.

★August 3, Afternoon (1:30-4:30)
Preparation for group presentations
Participants will make collaboration groups (three JHS or three SHS teachers per group). They will choose a lesson from one of their textbooks and develop assessment activities for that lesson and
an assessment plan for that year. Yoshi and Nancy will be advisers. (Participants should bring their school textbook all three days of the workshop.)

★August 4, Morning (9:30-12:30)
Assessment for Learning, Part II
Kazuyoshi Sato, Nagoya University of Foreign Studies
What are alternative assessments? How do alternative assessments support student learning? Yoshi will demonstrate assessment activities used in his university classes. Participants will experience
alternative assessments and learn how these are tied to student learning.

★August 4, Afternoon (1:30-4:30)Preparation for group presentations
Participants will continue to work in their group on their assessment activities and year-long assessment plan. Yoshi and Nancy will be advisers.

★August 5, Morning (9:30-12:30) Assessment for Learning in a High School Classroom
Keiko Takahashi, Ikeda High School
What happens if communicative activities are introduced in our class? How can we assess students’ performance? We can no longer rely on traditional assessments such as true-false, matching, and multiple choice questions to assess students’ communication skills. Eight years ago, teachers at my high school collaborated on more coherent assessment criteria. We introduced alternative assessments, with the result that students made progress in their performance tests. How can teachers use alternative assessments such as performance tests, portfolios, and self-assessments in our own classrooms? This workshop demonstrates how to use these assessments as they are currently being used in our “English Writing” classes.

★August 5, Afternoon (1:30-4:30)Group presentation
Participants will make presentations and share their assessment activities.

*Participants will write comments about the workshop at the end of each day. Organizers will make a newsletter containing participants’ anonymous comments and distribute it to everyone on the morning of the next day. Participants will also share their comments with one another at that time.

If you have questions, please do not hesitate to contact Chihaya (Sugiura Chihaya, secretary).
Tel: 0561-75-1722, E-mail: chiha143(at-mark)nufs.ac.jp

Summer Workshop 2008

Date: August 4, 5 and 6, 2008
Venue: Nagoya University of Foreign Studies, Room 322
Fee: Free
* Full attendance of these three days is required.

Program of Summer Workshop 2008

“Task-Based Language Teaching (TBLT):
Theory and Practice”


【Goal】
The goals of these three days are: 1) to deepen your understanding of the framework of TBLT; 2) to provide you with hands-on activities about TBLT; 3) to develop tasks based on the framework of TBLT.

【Outline】
The eighth NUFS Summer Workshop deals with a hot topic—task-based language teaching (TBLT): theory and practice. Although TBLT has gained prominence in foreign language teaching in recent years, most teachers know little about how to make a task and how to develop a lesson plan through tasks that are based on your textbook.

Willis, J. (1996) affirms that TBLT helps “you to manage classroom interaction so as to maximize opportunities for learners to put their limited language to genuine use, and to create a more effective learning environment” (p. 19). Then, how can language teachers create an effective learning environment by using tasks? How can they modify the textbook they are required to use? How can they develop a lesson plan by using tasks?

Presenters will explain the framework of TBLT and demonstrate a variety of tasks so that participants will actually experience them as students. Then participants will work in groups, applying their new understanding of tasks to develop a lesson plan which they will present on the last afternoon.

Lectures, hands-on activities, group work and presentations by participants are all conducted in English. You can improve and practice your English while learning new teaching techniques. Finally, you will have many opportunities to learn from one another. You can share your own ideas and materials with other participants.

-----------------------------------------------------------

●Day One, Morning (9:30-12:30)
「Task-Based Language Teaching (TBLT)」
Kazuyoshi Sato, Nagoya University of Foreign Studies

What is the definition of tasks? What is the framework of TBLT? Yoshi will explain three phases including the pre-task, the task cycle, and the language focus by using hands-on activities. Moreover, he will show examples of tasks that his fourth-year seminar students developed last year so that participants can see models. They are expected to understand how to make a task though this session.


●Day One, Afternoon (1:30-4:30)
「Preparation for group presentations」

Participants will make groups of three according to their teaching level (Junior high schools or senior high schools). They will choose one lesson from the textbook and develop a lesson by using tasks. Yoshi and Nancy will be advisers. (Participants should bring their school textbook all three days of the workshop.)


●Day Two, Morning (9:30-12:30)
「Tasks Based on Text」
Nancy Mutoh, Nagoya University of Foreign Studies

How can language teachers modify the textbook by using tasks? Is it possible to incorporate tasks into regular English classes? The answer is yes and there are ways to do that. Nancy will demonstrate various text-based tasks so that participants will experience them as students. Additionally, they will learn ways of getting students to use more English through tasks in class.


●Day Two, Afternoon (1:30-4:30)
「Preparation for group presentations」

Participants will continue to work on a lesson plan in their groups. Yoshi and Nancy will be advisers.


●Day Three, Morning (9:30-12:30)
「Form-Focused Tasks in a High School Classroom」
Miwako Kushiro, Kagamihara High School

How can we teach grammar by using tasks? What would happen to our students if they learned grammar through tasks? Miwako has been using tasks in teaching grammar in her high school English class. Instead of using mechanical drills in the textbooks, she taught grammar communicatively through tasks. She has found that students learned grammar much better through tasks. She will demonstrate some of the form-focused tasks she developed and will show the results of student outcomes.


●Day Three, Afternoon (1:30-4:30)
「Group presentation」

Participants will make presentations and share their lesson plans.


*Participants will write comments about the workshop at the end of each day. We will make a newsletter containing their anonymous comments and distribute it to everyone in the morning of the next day. Participants will also share their comments with one another at that time.

If you have questions, do not hesitate to contact Chihaya (Sugiura Chihaya, secretary).

Tel: 05617-5-2614, E-mail: chiha143@nufs.ac.jp

Summer Workshop 2006

Title: “Expanding your Language Teaching Repertoire: Alternatives to the Yakudoku Method”
Date: August 1st, 2nd and 3rd, 9:30-12:30, 13:30-16:30
Venue: Nagoya University of Foreign Studies, Building 3, Room 322
(http://www.nufs.ac.jp/static/map/access.html)

-----------------------------------------------------------

●August 1st (9:30-12:30: Workshop)
Title: “Teaching Reading Passages and Dialogs – Alternatives to the Yakudoku Method”
Instructor: Nancy Mutoh (Nagoya University of Foreign Studies)

Abstract: An important question for teachers is how to use textbook reading passages and dialogs more effectively. In the Yakudoku method, activities focus largely on translating, memorizing vocabulary and doing grammar exercises. Participants in this workshop will experience a variety of alternative activities based on junior and senior high school textbooks. Some activities aim to increase learners’ comprehension at the whole-text discourse level by using the English passage and Japanese translation as “paired texts.” At the sentence level and word level, learners use the newly-encountered English in all four skill modes, in activities that range from controlled language-practice tasks to freer application tasks.

●August 1st (13:30-16:30: Group work)
Advisor: Kazuyoshi Sato & Nancy Mutoh (Nagoya University of Foreign Studies)

●August 2nd(9:30-12:30: Workshop)
Title: “Developing a Lesson Plan”
Instructor: Kazuyoshi Sato (Nagoya University of Foreign Studies)

Abstract: How do you start your lesson? Do you use chorus reading before checking the content of the text? Do you usually skip discussion or a writing activity at the end of the unit? Do you spend most of the time on grammar and translation? Why? In this session, I would like you to challenge your views about your familiar way of teaching. I will demonstrate several useful techniques so that you can experience alternatives that will help to make your lesson more interactive. Finally, I will summarize main points by showing principles for developing a lesson plan.

●August 2nd(13:30-16:30: Preparation for group presentations)
Advisor: Kazuyoshi Sato & Nancy Mutoh (Nagoya University of Foreign Studies)


●August 3rd (9:30-12:30: Workshop)
Title: “Integrating Language Skills in English I & II”
Instructor: Keiko Takahashi (Ikeda High School)

Abstract: Although the new Course of Study has been implemented since 2002, the grammar-translation method is still dominant in high school classrooms. How can we increase the amount of English the students use and give them integrated practice in the four skills of listening, speaking, reading, and writing? Several activities and assessment activities are demonstrated, through which teachers can move away from the grammar-translation method. We will discuss how we can integrate four skills and make the class more communicative through participating in some of the activities and creating a post-reading activity.


●August 3rd (13:30-16:30: Group presentation and discussion)
Advisor: Kazuyoshi Sato & Nancy Mutoh (Nagoya University of Foreign Studies)


Mid-term Presentation

Date: August 4th, 9:30-12:30
Venue: Aichi Kenko Plaza (http://www.ahv.pref.aichi.jp/) Tel: 0562-82-0211
Advisor: Kazuyoshi Sato (Nagoya University of Foreign Studies)

Past workshops (2001-2005)

年度 テーマ 参加者 述べ 講師
2001年

8月1日-
8月3日
Integrating Language Skills 19 34 ●1日目(午前、午後)
Tim Murphey(南山大学教授)
“Building English Speaking Classroom Communities”
●2日目(午前)
Nancy Mutoh(名古屋外国語大学教授)
“New Ways in Teaching Vocabulary”
●2日目(午後)
青木由香里(名古屋外国語大学講師)
“New Ways in Teaching Reading”
●3日目(午前)
Brian Cullen(名古屋工業大学助教授)
“How to Teach Oral Communication”
●3日目(午後)
佐藤一嘉(名古屋外国語大学助教授)
“How to Integrate Language Skills”
2002年

8月5日-
8月7日
Integrating Language Skills 29 61 ●1日目(午前)
Nancy Mutoh(名古屋外国語大学教授 )
“Extensive Reading for Language Fluency”
●1日目(午後)
Brian Cullen(名古屋工業大学助教授)
“Techniques in a Culture-Based Classroom”
●2日目(午前)
Tom Kenny(名古屋外国語大学助教授)
“Improving Oral Fluency with Conversation Strategies”
●2日目(午後)
木村 友保(名古屋外国語大学助教授)
“Teaching Writing through Current Topics”
●3日目(午前)
Michael Cholewinski(名古屋外国語大学助教授)
“Making Information Technology (IT) Part of Your Communicative English Classroom”
●3日目(午後)
佐藤一嘉(名古屋外国語大学助教授)
“How to Use ‘Internet English’ (OUP)”
2003年

8月4日-
8月6日
Alternative Assessment for Language Learning and
Teaching
36 84 ●1日目(午前)
Michelle Morrone(名古屋外国語大学助教授 )
“Multiple Intelligence Theory and Assessment Strategies”
●1日目(午後)
Nancy Mutoh(名古屋外国語大学教授)
“Increasing Learner Participation in Assessment”
●2日目(午前)
足立桃子(京都外国語大学講師)
“How to Use Movies in the Classroom”
●2日目(午後)
Tom Kenny(名古屋外国語大学助教授)
“Assessing Oral Communication Skills”
●3日目(午前)
Robert Croker(南山大学講師)
“Developing Fluency and Accuracy through Storytelling”
●3日目(午後)
高橋恵子(池田高校)&佐藤一嘉(名古屋外国語大学助教授 )
“How to Incorporate Alternative Assessments into a High school English Program”
2004年

8月2日-
8月4日
Beyond the Classroom: Motivating Students to be Autonomous Learners 44 92 ●1日目(午前)
Mark Furr(横浜市立大学講師)
“Graded Readers in the Classroom”
●1日目(午後)
宇治谷映子(名古屋外国語大学助教授)
“Raising Cultural Awareness in the English Classroom”
●2日目(午前)
Mark Furr(横浜市立大学講師)
“EFL Literature Circles Workshop”
●2日目(午後)
Juanita Heigham(椙山女学院大学助教授)
“Communicative Grammar”
●3日目(午前)
Nancy Mutoh(名古屋外国語大学教授 )
“Movies as Learning Materials”
●3日目(午後)
浅野輝子(名古屋外国語大学講師)
“Using Techniques from Interpreting Classes”
2005年

8月2日-
8月4日
Beyond the Classroom: Motivating Students to be Autonomous Learners 45 113
●1日目(午前)
佐藤一嘉(名古屋外国語大学助教授)
“Developing a New Course (Writing & Presentation)”
●1日目(午後)
Juanita Heigham(椙山女学院大学助教授)
“Finding the Balance”
●2日目(午前)
Nancy Mutoh(名古屋外国語大学教授)
“Extensive Reading in Your Curriculum”
●2日目(午後)
濱嶋聡(名古屋外国語大学教授)
“The Rhetorical Structures of English Paragraphs”
●3日目(午前)
Brad Deacon(名古屋 市立大学講師)
“Deep Impact Storytelling—One Day…”
●3日目(午後)
高橋恵子(池田高校)&佐藤一嘉(名古屋外国語大学助教授)
“Developing an English Curriculum in a High School through Collaboration”