Jan
23

Teaching in Japan, The English Center Test, Translation

This is my third article on the English Center Test.

This time, let’s look at translation.  Many English teachers in Japan feel that they need to translate English into Japanese, or that students need to translate the English in to Japanese.  This has its uses, but they are few.  This time, we will look at the Center Test and see what translation is necessary.

Here is a picture of the English Center Test, page one.

There is a lot of Japanese on the English Center Test!  Wow.  However, these are only directions, telling the students how to do the questions.  Most of them do not read these anyway, since they have done these types of questions thousands of times.

So, is there translation on the English Center Test?  No.  Not even one question.

Why are some teachers translating?  (yakudoku)  I have no idea.

Jan
22

Japan Teaching, Grammar and the English Center Test, Part Two

We talked about grammar and the English Center Test in the last post.  We saw that in the first section we looked at, Part 2, Section A, that what looks like grammar questions, are in fact, testing usage.  They do not test grammar.

Next, I will look at the only section that really requires that Center test-takers know some grammar.  This is the third section in Part 2, Section C.  Here is the first question:

Did you install the computer software you bought last week?

Yes. And _____   __21___   _____   _____   ___22__ use.

1. easy  2. finding  3. I’m  4. it  5. to

 

This may be a little confusing, but the examinee must put the words in order, then they must choose the two words that go in blanks 21 and 22.   A double task, but not all that hard.

 

This is a simple sentence: S, V, C; Subject, Verb Complement.  ”I’m finding it easy to use.”  (Never mind that you should never ever start a sentence with ‘and.’)  Any student in junior high school should be able to get this.  However, is it really testing grammar?

 

Yes, and no.  You need to know how the words should be arranged.  That takes a little knowledge of grammar–to know that the subject comes first, then the verb, then the complement.  In other words, knowledge of basic sentence structure is necessary, but this is not particularly difficult.

However, I think that, as we saw earlier, this is also really testing how well the student can use the language.

Other questions in this section (there are only two more) focus on using ‘with’ as applied to people (Many students want to use ‘by’), passive voice, and infinitives.  The Center Test taker has to show that he or she can use these forms.  Knowledge of what they are is not necessary.  Hence, as I said earlier, it is more usage practice.

Next post, I’ll talk about translation on the Center Test.

 

Jan
21

Teaching in Japan, Is There Grammar on the English Center Test?

Today, I want to talk about the English Center Test and grammar.

 

 

There is a myth that grammar is important to do well on the Center Test.  This is wrong.  Students only need to be familiar with using English and be able to read well.  Detailed English grammar knowledge is not necessary to do well on the Center Test.

 

Let me give you some proof that English grammar knowledge is not on the Center Test.  There are two sections that are often considered to be related to grammar.  Let’s look at each.

 

There is one section that has grammar-related questions, worth 40 points, 25% of the test.  This is a lot, but actually, this section is testing vocabulary and English usage more than it is testing grammar.
Let’s look at some of the questions:

Here is the first question from the 2012 English Center Test.  This is from part 2.

 

Question:
Some companies have ___________ a new policy of using English as the official in-house language.

1. absorbed   2. accompanied  3. adopted  4. appointed

Is this a grammar question?  What skills are at use here?
It is simply vocabulary and usage.  You have to know how to properly use the phrase, “adopt a policy.”  You have to be able to use this phrase.

Only knowing the meaning of absorbed, accompanied, adopted, and appointed is not enough for a test-taker because the examinee cannot be sure which one will fit with “policy.”

Grammar knowledge is useless in the question.  Knowing that “have” is a modal and adopt is a verb will not help a test-taker.  Knowing that policy is an object will not help.

Here is another one, the second one:

Could you show me how to make my mobile phone ring differently ________ who is calling me?
1. depending on   2. in spite of   3. on behalf of   4. relying on

This is also is not a grammar question.  It does not matter if you know that ‘differently’ is an adverb or that ‘show’ is the verb.  That will not help you answer this question.

Again, we can see that in this section, you need to know what the meaning of the four phrases are.  It is not enough to know only the meaning of

“depend.”  You have to know the whole phrase and know how to use it.  Thus, to do well on this section of the English Center, again, a test-takerneeds to be good at  English usage and vocabulary.

Next post, I will look at the other “grammar” section, and we will see what test-takers really need to do well on this test.

Jan
16

Teaching in High Schools in Japan–The Center Test

If you are teaching in Japan, you probably have heard of the Center Test.  If you haven’t, and you are teaching anywhere in the education realm, you had better learn what it is and why it is important.The Center Test is the largest entrance exam taken in Japan.  This year, it was given on Saturday and Sunday last weekend, January 14 and 15.  The first day are the “art” subjects like English, Japanese, and history.  The second day tests are math and science.

This test is taken by high school students in their last year, all at the same time across the country.  The results of this test determine what universities many of these students can go to.

One caveat here–this test is used by most schools in one form or another.  For some, it is only a reference, and for the few students that do very well, they can get an automatic “in”.  For others, it is the first test the applicants must take, with the university requiring that the applicants take another second test made by that university.  For some who take the special recommendation entrance exams, they still need to take the Center Test, often made to do so by the recommending high school.

Why is this test so important?  Why should we English teachers pay attention to it?

It is the largest entrance exam in Japan, and most universities use this test as a reference to make their own exams.  Second, most high schools base their curriculum on preparing students to take this test, since they usually teach for the test enthusiastically.  Lastly, it is a good indication of what the Ministry of Education considers important and relevant to education in Japan.  Therefore, this test draws a lot of attention from universities, high schools, and the Ministry of Education.

For an English teacher in Japan, the Center Test is important because most high schools base their education programs on what is on these tests.  It is crucial for them to “cover” all the points that the students may be asked about on the test, and lots of class in the final year of high school  time is spent rehearsing by doing past Center Test problems.However, all is not what it seems here, or what you might expect.  Let’s take a look at the test.
One glance at the English Center Test tells us three useful things.First, the directions for the test are in Japanese, but the rest of it is in English; there are no translation questions.   This is an important point because, for some reason, most English teachers in Japan prefer to teach English in Japanese.  Illogical, but sadly true.Second, there is also a listening section.  Obviously, this means that speaking and listening has come to have importance.  How each school handles this seems to vary greatly.I would encourage anyone teaching in Japan to take a look at the test.  Even if you teach at a conversation school, the Center Test is a common topic about which you can say something intelligent.  If you are teaching junior or senior high, the Center Test is probably being talked about right now at your school.  It looks good if you can join the conversation, and if you can add something, that is even better.
Before we continue, I advise your to take a look at the Center Test by downloading it here or by running a search in yahoo Japan for the Center Test.
I’ll talk more about the test in future posts.

Jan
13

Google Documents for Teachers

Google Documents:  A great tool for any teacher

I have been using Google’s mail for years now.  As a very busy teacher, I found it great, and I think that Google Documents is even better.  I will talk about Google Docs here in a few posts, covering the things I think most teachers will find useful.

I will explain the simple basic steps to get this wonderful tool working.First, let me talk about the basics.  I suppose I should start with the obvious, which is, of course, where to start.First, of course, you need a Google account.  This is free of course, so just put “g mail” in to the search box.
Click on create a new account.
Fill out the forms.    Easy as pie.
Then, you will see this kind of view:
Here, you need to click on “documents.”  It is on the top, on the black bar.  See it there?
That will take you to Google Documents.
The view will change to something like this:
What is all this?  Well, this is a basic version of Office online.  You can type papers, as if you were using Word or Appleworks, you can make a spreadsheet for grading, you can make a presentation for a class, you can make a form, or even a table.I’ll talk about these as we go on, but first, let’s look at the word processing function and see what is so wonderful about it.

Click on the orange button that says, “Create” and choose “Document.”  This will give you a screen where you can type.  Go for it.  It will look like this:
First, go ahead and try it out.  It is pretty basic, but it works well for most of your typing.  I would not want to try to write a textbook or novel with it, but for most everyday use, it is fine.  I frequently use it for typing lesson plans at home.
That, then, brings us to good point one.  You can, of course, create a new document, for example a lesson plan, and should you feel the need, type it up at home.
What is the good point?  You can go in to your office, get on your computer there, sign into Google, then easily open up your lesson plan and start working on it again.  Easy Peazy.
This is the easiest way I have found to work on documents in more than one place.  It is easier than bringing it back and forth with a thumb drive (USB stick), or using Dropbox (though I still like for big files and in certain situations.)
You can also upload files from your own hard drive into the word processor.  (A word processing file, of course).  Click on the same orange create button, but click on the right side of it.  You need the icon on the right side that looks like a disk drive, with an arrow.
Anyway, give Google Docs a try.
Next time, I am going to show you how you can share your documents.  That is even cooler.

Jan
11

Great Free Software for Great Teachers–Ubuntu Linux

If you are reading this, you are probably a teacher.  Most teachers’ salaries are pretty low, and they don’t go up very fast.  So, why waste money?  Why spend money when you don’t have to?

This post is being written on a 290 US$ Lenovo laptop.  I am running Ubuntu  a free OS.  I am writing this on Google Documents, a free word processor and I will put it on my blog with WordPress, a free blogging tool.

Are you still paying for software?  Why?  Join me in the 21st century, please.

Ubuntu is a free OS.  You can partition your hard drive and install it next to Windows very easily, just like installing any program.

It is faster than windows 7 and Mac OS Lion.  Viruses are almost unknown.  It is also easy to use if you are even fairly skilled with computers.

Almost all of the software on Ubuntu is free.  You just click on what you want, for example a game, word processor, a thesaurus, and the Ubuntu software installer will get it and install it for you.  How simple is that?

Why not try it out?  It runs on almost any computer.

Better, Linux has versions for old computers, and even has a version that can run on a computer, get this, that has no hard drive.  No kidding, Joe.

And, did I mention that it is free?

And, well, come on, you gotta love that penguin.
Next time… another great free tool, Google Docs.

 

Jan
09

Tell the students or let them figure it out?

Should we tell our students every thing?  

Often, students make mistakes in following directions.  In projects, they sometimes go off the track, make mistakes, and end up doing something entirely different than we had intended.  The project ends up not achieving the goals given, disappointing teachers and students.

Students make mistakes.  We are happy to correct them.  After all, we are teachers.  Isn’t that our job, to tell them the right answers?

Or, should we let them figure it out?

If the students do not achieve the goal of the project, at the end of a project, when we talk about their grades, we can take this unique opportunity to tell them what they did wrong and why.  That way, they will learn from their mistakes.  Even if the project does not meet its goals, this is indeed a learning experience.  After all, don’t we learn more from failure than success?

When students make mistakes, perhaps we should just tell them they are wrong.  Tell them to go “look it up.”  That way, they must teach themselves, and have no choice but to learn.

Which is correct?  

Like most things that mean anything, the answer is, in my opinion, it depends.  It depends on your students, on your goals, and how much time you have.

Letting students figure things out is good, but they need a goal to aim for.  That goal has to be clear with clear deadlines set on the way to the goal.  You should be ready to guide students that need your help, but resist the urge to tell them what to do.  It is always best to ask questions, “What do you think you should do?”  and so on.

For mistakes, just telling them the answer does not work.  Asking questions works well.  Hints work well.  This way, the student is getting help (they came to you, so they probably need it) and they are learning also.

Choosing a path between the two, adjusted for your students, program, and time frame, is the best approach.

Jan
04

Passion!!

Walk into class full of enthusiasm and passion.

Passion is a magnet.

Show the students that what you have to teach them is important.  You will not need to get their attention because they will be listening to you intently.  You will not need to worry that they are zoning out or dozing off because they will be focused, very much, on you.

Have passion and be overflowing with enthusiasm, even to the point of silliness.  Part of teaching is acting, and if you need to act to be enthusiastic, so be it.

If you are not enthusiastic about what you are teaching, why should the students listen?  Why should they care? I know I wouldn’t.

Wow them.  Every class.

There is no excuse for boring teachers or boring teaching.

Jan
01

Teaching in Japan–What are your goals?

I am teaching in Japan now at a high school.  The classroom is each teachers temple, and teachers here are often left to their own devices.  This can be great, but if you want to more than that “funny foreign person,” you need to succeed.  To do that, you need to have goals and plans to achieve those goals.  I talked a little last time about goals, but the vital thing is to achieve your goals while achieving those of the school.

First, what are your goals?

Don’t just say, “I want them to have fun learning English.”  That is idiotic.

What do you want your students to be able to do?  Write down some ideas, and decide on a few goals.  Think of significant and challenging goals, for example, for first-year high school students you might say, “I want my students to be able to talk about their family,” or “I want my students to be able to talk about their hometowns.”

Continuing with that example, plan a unit around the topic of family or hometowns, with a final project that they could do at the end of the term to demonstrate their understanding.  (Don’t spend too much time on the teaching part because they will learn loads more from doing the project than they will from your teaching, trust me.)

Then, sit down, and lay it out on paper.  Eventually, you must have clear goals for your curriculum, each term, each class, each week.  In my case, I make goals for the whole curriculum, each unit and each project.  These goals all build on each other and link together, but that will take time.  However, for now, just get some ideas and put them together into a rough plan of topics that you can do each term for the grades you teach.

Now, let us assume that you have your goals down.  You have a few reasonable, useful, topics that the kids can learn as goals.  You have a basic idea of your goals and where you want to go.

Now it is time to look at the school’s goals.  You must meet, and exceed, these goals to succeed here.  In Japan, particularly in high schools, the school goals boil down to something very simple:  pass the entrance examinations for the university the student wants to attend.

Great.  How are you going to help them do that?  Well, it is much easier than it seems.  First, you need to know what is on the tests, which I will cover a little later.  However, start at the beginning.

Your first step to meeting your goal here is to look at the Center Test.  The Center Test is most widely-taken test in all of Japan, and is something similar to the SAT or ACT, though it is used differently.  It is a standard test that almost every student in Japan who is going to go to university must take, and if they do well on it, they can go to a good university.  All the high schools aim for this when they teach English classes, and most of the universities use it a as reference when they make their own tests.  It is the standard.

It is easy to find.  First, you can simply ask another English teacher.  Tell them you are interested in what was on the previous year’s Center Test (It’s Centa Testo in Japanese too).  They will be delighted.  You can also find it in the Red Books (Aka Hon in Japanese).  These are books that have past exams for colleges, usually kept somewhere in the school.  The Center Test is also published in the newspapers after it is given in January.  If you cannot find it, it is usually online somewhere.

Take a look at it.  Look over the types of questions that they have.  (There is also an easy listening section.)  Now, one of your goals is to prepare your students to pass this kind of test.  Pay attention to the areas they are aiming for here.  Look over the tests for the past three years to get a good idea.  This will give you a good idea of what the school wants, and it is simple to include similar English in your own curriculum without “teaching for the test.”  (If you end up teaching for the test, consider yourself a failure; there are too many misguided teachers wasting time with that as it is.)

Finally, one very important point.  No matter what the old school English teachers say, the English university tests in Japan are getting more realistic every year.  Universities want students that can actually use normal English.  They want students that can have a conversation.  They want students that can make paragraphs.  They want them to summarize and paraphrase.  However, most normal English classes in Japan’s high schools focus on yakudoku–reading and translation.  Be confident and believe in your goals; teach your students real English and they, as well as you, will succeed.

 

Dec
29

Learning to Succeed

What do our students need to learn?

They need to learn how to learn, how to think, in short, how to succeed.  This will prepare them for their future.

However, not all of our goals are so simple.  We cannot meet these goals if we do not meet the immediate ones of the school, state, and country.  Students still need to do well standardized tests, get into college, and get good grades.  How can we do these things?

It is not easy, but most things that are worth a damn are not.  We have to design our classes and curriculum to meet all of these goals–we should teach how to succeed in a way that they do well on their tests, go to a good college, and get good grades.  This is hardly easy, and it takes lots of thinking, trial-and-error, adjustment, hard-work, and dedication.  It also takes caring teachers.

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