A blog is a great way to keep track of the work we do. I have really enjoyed keeping a record of my work this way and I want to start a blog as a project as soon as I finish my courses. I have already begun to use a Padlet website for something I call "5 Minute Grammar" and I want to work on this so it is user-friendly and helpful for English language learners. Blogging is also in line with part of my learning philosophy, which is to create things and especially to create things with the content we need to learn.
Utsunomiya University
Monday, October 3: I taught three 90-minute classes: Integrated English IIB (x2), and Advanced English EAP Arts & Sciences.
I really enjoyed my first two days back at this school and I also feel that I have taken a step forward in my teaching, especially in the last month or so. I prepared fairly well for my semester start at this school and had my materials and plans ready to go for the first two days. I have included a few items I prepared and a few notes underneath them.
Tuesday, October 4: I taught three 90-minute classes: Integrated English IIB (1 class), Integrated IIB (A level class/ higher TOEIC score class), and Advanced English, EAP: World Perspectives.
All classes at Utsunomiya university involve setting up material on each class's online platform. This platform is called C-Learning and I spent, per usual, many hours deleting old material and inserting new quizzes, assignments, and syllabus. One thing I like about teaching at this university is the close collaboration with the other part-time teachers. We share a LINE group together and we coordinate and share quizzes and tests with each other since there are several sections of the same class ( Integrated I & IIB).
Advanced Arts & Science EAP
Our vocabulary list for unit 1. There is a short vocabulary quiz a week after vocabulary is presented. We will have next Monday off, so 10/17 there is a vocabulary quiz.I want to try and separate general academic vocabulary from genre-specific vocabulary this semester. I want students to realize the difference. I am also interested in exploring academic equivalents when they come up. For example: non-academic "make" vs. academic "produce".
Below are instructions introducing our first presentation (In class presentations/ date October 24)
I am having each class scaffold a different section of the presentation so we can go through a process and each student will upload a video of themself presenting the section recently crafted, then a full in-class presentation on 10/24. I am trying to utilize more video work this semester. I think in EFL students need time during the week to produce language and this is also good practice for presenting.
A video upload of students' presentation introduction is due by October 17.
Advanced English: World Perspectives EAP
Class guide to go along with the syllabus; PowerPoint.
Homework: 1-minute speech upload/in class next week.
The first unit is about personality and emotions.
Vocabulary Unit 1
Essay 1 ( out of 4 for the semester)
I have made the weekly minute speeches, essay topics, and textbook work align, this way students can reuse material and work on it through repeated exposure and attempts. I think this should help EFL students create more time for output.
Brief notes on my private classes and Teikyo University:
Ben's Class, October 11,
We are reading dialogues and working on prosody while reading aloud. I think bringing awareness to prosodic reading is helping the students get into the language in a unique way. The students asked that we cover a grammar item from last week that was confusing to them. I am preparing that now for them.
Creating Class, Wednesday, October 12
This week students mentioned they wanted to focus on speaking, so I suggested to them that they bring two topics in to discuss as a class.
Teikyo University
Students uploaded another video to our class padlet this week in my one o'clock class. It seems to work well fro this class.
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