Think, Write, and Discuss
http:// www3. agu. ac.jp / ~jeffreyb / oral / index.html
rough machine translation ...
[ Eng=>Jpn ]
What do you think? ... How do you feel? ... What do you know?
Your Thoughts, Feelings, and Knowledge in Your Own English
入学 お目出度う ご蓙います。
Good-bye, high school
Welcome to My School ... 愛知学院 University
Blairと 申します。... My name is Jeff Blair.
I teach English COMMUNICATION.
The most important thing is to RELAX and
use your IMAGINATION.
You have been studying English for 6 years.
Do you like English? ... Can you speak it?
Maybe your answers are "no" ... 嫌い ... 話せない
其れは 陶然 だと 思います。
Because ... you have been studying ... TEST English.
Learning how to fill-in blanks
and choosing between (a), (b), (c), and (d)
試験の為に 科学の様に 勉強した、 でしょう。
多くの学生は 文法が 機械的に 考えています。
しかし、communication is not a science, it's an art
言語は 音楽の様に 踊りの様に 習った方が 良い。
文法は 規則では無くて、 pattern です。
基本のpatternから、 意識しながら 練習する べき です。
Here is a very useful pattern in music:
G D Em C
踊りのstepは ４(よ)つ又は ８(や)つの部分に 分ける。
[dance time] Let me show you ...
そう したら、説明しやすく 成る。
英語の文も 日本語の文も ４(よ)つの部分に 分けましょう。
英語は 名詞ー動詞ー名詞ー名詞のpattern です。
日本語は 名詞ー名詞ー名詞ー動詞 です。
Let me show you ...
My brother ate some delicious sushi with 2 friends
at a small restaurant.
Is my Japanese perfect? ... Maybe not,
しかし ... 分かれば、 ... 充分 です。
目標は TEST Japanese では 無くて、
Japanese communication である。
学生は 教室で ３つの段階で 英語の練習する。
段階１）黙って、 自分の話の内容を 考える。
段階２）黙って、 簡単な日本語に して、
４つの部分に 分けて、 紙に 書く。
段階３）部分を １つ１つ 英語にしながら、
英語の声を 出して、 話す。
Let me illustrate this process on the board:
Here is your brain ... 脳
You think of what you want to say it Japanese ... SーAーOーV
Then you write it with your hand ... 手
You look at each part with your eyes ... 目
最初 ... 最後 ... 逆方向
and say it out loud with your mouth ... 口
But what are you going to talk about? ... 話の内容は？
How about a STORY? ... How about History?
僕の教養 seminar は ... Watching History on YouTube です。
歴史の勉強を しない よ！
歴史的な videoについて 英語で 話す事 です。
学生は 其のvideoを 家で 見る よ。
教室で 話し合う事 です。
How do children learn their first language?
Do they listen to adults? ... really? ... Well, a little bit
But they use language ... mostly ...
When talking to other children ... as they play together
楽しく 使いながら、 脳が 言語の patternを 身に つける。
Good (morning/afternoon) team. I am your coach and I have 9 teams. This is the (team name) team. Do you like baseball?
I don't like baseball. Standing out in right field, waiting for the ball, and then dropping it is a drag. But ... I like to bat and I want to pitch.
You are my players and the "game" is English communication. My players don't just "take" communication. They communicate. They listen AND speak.
To become a good batter you have to practice. You have to
(1) watch the ball carefully,
(2) swing the bat, and
(3) try to hit the ball.
There are four kinds of words that you need to be able to distinguish:
(1) verbs (m and V => +R),
(2) adjectives (w and d),
(3) nouns (n => S, O, C, +A),
(4) connections (+).
Using these symbols will help us to analyze and talk about word order (ie. grammar) and how it affects meaning. We will use several different 4-slot grammars to explain how to go from Japanese (thoughts and feelings) to English (speaking and writing).
(1) English noun phrases [d, w, n, +a/+r].
(2) Japanese sentences [S+, A+, O+/C, V],
(3) English declarative sentences [S, V, O/C, +A], and
(4) English interrogative sentences [Wh-, m-S-V, O/C, +A].
Activities for practicing communication:
(1) English verb => English sentence (with Japanese verb above)
(2) think Japanese => write Japanese => write English
(3) read Japanese => speak English
(4) think Japanese => write Japanese => speak English
(5) English sentence => English questions
This class gives students an opportunity to use their own English for social purposes (see topics below).
Homework--At home, before each class, students think about the assigned topic, and write one page for homework ... so that they will have something interesting and relevant to talk about with the other students in their group.
- Attendance/Review Homework--Students should review their homework to refresh their memories so they can use its contents in their group discussions. They can do this while the teacher takes attendance and passes out printed materials.
- Collect Homework--The teacher will then collect all homework, while students prepare their Group Reports. Homework not received at that time is assumed to be late for purposes calculating self-evaluation scores. Do not write homework in class. Class time is for oral discussion. If you turn in your homework at least one day before the next class, your homework will evaluated without penalty.
Homework turned in at the next class or later is too late. Such homework usually gets an evaluation of zero. The teacher will try to keep it for possible evaluation at the end of the term--if and only if the student would otherwise fail. Unlike homework turned in on time or a little late and returned to the student, there will be no opportunity for the student to see the evaluation or discuss it with the teacher. The student can only get a minimum passing grade (of 60).
- Group Discussions--Using as much English as they can, students have free discussions about the topic in their groups. Someone in the group writes a list of discussion questions that reflect the most interesting parts of their discussion. The questions, of course, must be written after the discussion has actually taken place.
- Collect Group Reports--About half-way through the class period the teacher will collect all Group Reports. Each student is personally responsible to make sure that their name and self-evaluation score for effort is written at the top of the report, just below the heading (ex. Commerce ... Group M1 ... Title of the Day's Topic).
Students that bring their homework and come on time will usually get the full 10 points. Students that do not bring their homework or haven't finished writing it must subtract one point for each student in their group that has not come with their finished homework. (1 student => 9; 2 =>8; 3 =>7; all 4 students =>6) This simply reflects the fact that cumulative individual preparation is important to the whole group's work--like cars with four cylinders or airplanes with four engines.
- Whole Class Review of Discussions--The teacher will then ask individual students questions about their group discussions and homework in order to review the topic, provide further practice, and evaluate the student's ability to communicate in English. All students need to pay attention to the discussion and ask questions about anything that they do not understand.
Last updated February 2011
Copyright (C) 2005-2011 by Jeff Blair